Information literacy: getting the most from your 60 minutes

Abstract

Purpose

This descriptive research attempts to determine whether students are retaining knowledge from a single information literacy (IL) training session and whether there are other competencies that need to be covered in a 60 minute IL session.

Design/methodology/approach

A questionnaire was designed to measure IL learning outcomes that included formulating search strategies, evaluation of resources, and resource recognition. The tool was administered to students registered in an English class who were required to complete IL instruction. Students were given the test prior to IL instruction and post‐IL instruction.

Findings

The results of the study show a number of areas where the IL training sessions could be improved to better use the allotted 60 minutes. The trainers' findings gave clear directions on where to focus their efforts and where positive results are being achieved. The questionnaire was easy to administer and helped to fulfill the objectives of improving the IL training.

Practical implications

The questionnaire developed provides one more way for the IL team to assess student learning outcomes.

Originality/value

The value of this research has helped to provide structure to assessing the IL program and feeds into the current assessment culture. The questionnaire focuses on three common student learning outcomes which will be of value to academic instruction librarians.

Citation

Furno, C. and Flanagan, D. (2008), "Information literacy: getting the most from your 60 minutes", Reference Services Review, Vol. 36 No. 3, pp. 264-271. https://doi.org/10.1108/00907320810895350