The effectiveness of a university's single‐session information literacy instruction
Abstract
Purpose
The purpose of this paper it to determine the effectiveness of “single‐session” information literacy instruction as it was integrated into the curriculum of a general education course at Monmouth University, New Jersey.
Design/methodology/approach
Two types of assessment instrument were used: a pre‐ and post‐test to measure any changes in learning outcomes of information literacy (IL) concepts after an IL instruction (ILI) session, and a student survey conducted after the post‐test. Installed on the course management system, these assessments were administered by teaching faculty over three semesters.
Findings
Single‐session ILI had a positive if not dramatic impact on learning outcomes. The pre‐ and post‐test instrument was able to show specific strengths and weaknesses in the students' comprehension of IL concepts. And the survey revealed that most students believed that their ILI was valuable.
Research limitations/implications
The paper did not employ a control group – a common practice in similar studies – although doing so could result in richer data and would conform the paper to general practices.
Originality/value
The results of this assessment study concur with other research that supports the position that single‐session ILI has a measurably significant positive effect on student learning outcomes.
Keywords
Citation
Lei Hsieh, M. and Holden, H.A. (2010), "The effectiveness of a university's single‐session information literacy instruction", Reference Services Review, Vol. 38 No. 3, pp. 458-473. https://doi.org/10.1108/00907321011070937
Publisher
:Emerald Group Publishing Limited
Copyright © 2010, Emerald Group Publishing Limited