The purpose of this paper is to discuss the design and implementation of an information literacy program for the Faculties of Science and Engineering at McGill University.
Borrowing from the literature and Bloom's Taxonomy of Educational Objectives, a theoretical approach to audience characterization is used to generate learning outcomes aligned with American Library Association Information Literacy Standards for Science and Technology.
Results suggest that a learner‐centered program, addressing potential gaps between perceived and actual skills and needs, is well‐received by the student population.
This study, primarily focused on the description of a program, provides timely and useful information to academic librarians.
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