Assessing instructional outcomes in Canadian academic libraries |
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| Institution: | 1. School of Library and Information Studies, University of Alberta, 3-20 Rutherford South, Edmonton, AB, Canada T6G 2J4;2. Department of Information Studies, University of Sheffield, Western Bank, Sheffield S10 2TN, UK;1. Department of Information Management, Peking University, 100871 Beijing, China;2. IRCCyN, Ecole Centrale de Nantes, 44321 Nantes, France;3. Arts et Métiers ParisTech, I2M, UMR 5295, F-33400 Talence, France;4. College of Mechanical Engineering, Yangzhou University, 225009 Yangzhou, China;5. Research Center for Knowledge Communities, University of Tsukuba, Ibaraki 305-8550, Japan;1. University of Texas Health at San Antonio, Long School of Medicine;2. The Ohio State University Wexner Medical Center, Department of Family Medicine;3. Associate Professor of Neurosurgery and Neurology, Director of Neuro ICU, University of Texas Health at San Antonio, San Antonio, TX, USA |
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| Abstract: | This article reports on a three-year study of information literacy instruction in Canadian academic libraries, focusing on the outcomes of instruction in terms of tests of information literacy skills and interviews with students that explored their experiences of information literacy instruction. Particular emphasis is given to investigating instructional effectiveness and assessing learning outcomes with respect to identifying those institutional and pedagogical factors that promote successful outcomes. Outcomes of instruction include positive cognitive, behavioral, and affective results. Further discussion explores how instruction contributed to students' overall educational success and which factors characterize “success” in achieving those outcomes from the viewpoints of instructional librarians and from the perspectives of clients (i.e., students). These data provide a basis on which to advance instruction toward identifiable, positive outcomes for students in postsecondary institutions. An emphasis on such outcomes is essential if librarians are to justify devoting institutional resources to instructional activities. |
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