Evaluating One-Shot Library Sessions: Impact on the Quality and Diversity of Student Source Use

Abstract

This article examines the presumption that library research workshops will increase the quality, quantity and diversity of sources students use. This study compares bibliographies of research papers written by freshman composition students who received a library research session to those of students who did not receive any library instruction. Our data show that students who received workshops were more likely to use the specific library resources introduced in the session than those who did not receive an instruction session, but students did not use more sources, more diverse sources, or more scholarly sources.

Librarians in the Midst: Improving Student Research Through Collaborative Instruction

“…Portmann and Roush (2004) found that one hour of library instruction increased the likelihood that students would use the library's services and resources, but did not influence the students' library skills. Conway (2015) and Howard, Nicholas, Hayes, and Appelt (2014) likewise found that students were more likely to use library resources after library instruction, but also found that the one-shot instruction did not increase either the quantity or diversity of sources cited. Soria, Fransen, and Nackerud (2013) found significant impacts on student GPA and retention for a number of library-related interactions, including database use, use of electronic journals, and use of computer workstations, but did not find a significant relationship between GPA or retention and library instruction.…”

Information literacy needs of community college students in transition: a literature review

“…As suggested by Moore et al , multiple approaches to information literacy instruction are needed to reach students and address their unique needs (Moore et al , 2002). Models including one-shot sessions, embedded librarianship, credit courses, online tutorials, learning communities and library orientations have been used successfully to teach information literacy skills to community college students (Moore et al , 2002; Sciammarella and Fernandes, 2007; Stiwinter, 2013; Howard et al , 2014; Burgoyne and Chuppa-Cornell, 2015; Henry et al , 2015; Kim and Dolan, 2015). Librarians understand the importance of helping students become information-literate, but at the community college level, the challenge remains to provide the right building blocks to the right students so they are prepared to be information-literate citizens, employees and students as they transition to the next stage of their lives.…”

“…Given sometimes limited resources, community college librarians have to decide where to focus their information literacy instruction efforts. Many of the articles written by community college librarians on this topic detail their involvement in English courses (Groce, 2008; Stiwinter, 2013; Howard et al , 2014; Burgoyne and Chuppa-Cornell, 2015; Henry et al , 2015; Kim and Dolan, 2015). While English composition is generally a course that many students will be required to take, it also presents a challenge as: Community college librarians often find themselves caught in a tug-of-war between the mandate to teach basic research and information literacy skills to students and the realities of fixed staff, limited resources, and reluctant faculty who do not want to give up class time to come to the library (Stiwinter, 2013, p. 15).…”

Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice

“…22 Library instruction alone, however, doesn't always improve the quality of a student's bibliography or promote the use of scholarly journals. 23 Evaluating resources, distinguishing scholarly from popular, is often difficult for students, even after instruction from the librarian. 24 Students' higher-level thinking skills, like distinguishing between popular and academic sources, were weak in the study by Choinski, Mark, and Murphy.…”