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Reference Services Review
ISSN: 0090-7324
Online from: 1973
Subject Area: Library and Information Studies
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The effectiveness of a university's single-session information literacy instruction
| Title: | The effectiveness of a university's single-session information literacy instruction |
|---|---|
| Author(s): | Ma Lei Hsieh, (Rider University, Lawrenceville, New Jersey, USA), Hugh A. Holden, (SUNY College at Oneonta, Oneonta, New York, USA) |
| Citation: | Ma Lei Hsieh, Hugh A. Holden, (2010) "The effectiveness of a university's single-session information literacy instruction", Reference Services Review, Vol. 38 Iss: 3, pp.458 - 473 |
| Keywords: | Academic libraries, Assessment, Information literacy, Library instruction |
| Article type: | Case study |
| DOI: | 10.1108/00907321011070937 (Permanent URL) |
| Publisher: | Emerald Group Publishing Limited |
| Acknowledgements: | Appreciation for their contributions to this project must be extended to several colleagues at MU: Dr Maureen Paperella, Professor Lisa Coats, Mr Wayne Elliott, Dr David Strohmetz, all the instructional librarians, and participating IT faculties. Thanks are also due to Dr Lan Ma Nygren and Professor Robert Lackie of Rider University. |
| 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. |
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