51 Association of Research Libraries Research Library Issues 294 — 2018 reusable tools that can be adopted by instructors for use in courses without mediation. • Assessment: Developing local metrics for information literacy competencies, creating tools for evaluation across disciplines, and participating in assessment efforts relating to Western Association of Schools and Colleges (WASC) accreditation. These four focus areas holistically approach the student experience across the undergraduate and graduate career, and acknowledge the mixed methods required for providing meaningful learning experiences at scale. Core Competencies Teaching librarians can bring their unique expertise and experience to bear in the university ecosystem by focusing on their strengths in information organization, research pedagogy, and evidence-based practice. A shared, core understanding of learner-centered pedagogy, inclusive practices, and instructional design principles provides a baseline for both leading instruction and consulting with faculty on ways to incorporate information literacy into their courses. While the whole team will focus on developing and deepening expertise in these areas, individual librarians will also consider best practices and disciplinary needs among the specific user population that they serve (for example, data information literacy in the social sciences). Roles For the initial launch of the Teaching and Learning team, five teaching librarian positions and a staff coordinator role were proposed. Three librarian positions focus on disciplinary areas, with the intention that these roles will support courses within undergraduate majors, and would develop additional skills for supporting students and instructors working within a specific disciplinary context. One librarian position focuses on the “early experience,” working with learners who are new