Just in case, just in time, or just don't bother? Assessment of one-shot library instruction with follow-up workshops

Abstract

This article examines if the timing of library instruction courses is an important part of how students experience library instruction as a means of developing information literacy skills. Two student groups, belonging to different academic subjects, have received the same training and the same assessment questionnaire afterwards. One of the groups was in the middle of writing their student thesis as a part of their final year of their bachelor degree work, the other group consisted of different subjects within the humanities and they were not working specifically with an assignment. Research shows that student's information seeking skills have not significantly changed over the last some 25 years. One may argue that information literacy skills are so practical that they cannot be taught in a classroom with a theoretical approach. One may also wonder how timing of library instruction affects the learning outcome for students.

“At least we have something to discuss during lunch…” Learning on Demand in a Learning Institution when Implementing a New Library Management System

“…However, some of the comments stated that the respondents were reluctant to learn the theory of a library management system they did not use at that point. This may be explained by the fact that people tend to avoid difficult tasks that involve thinking and challenging oneself (Hattie & Yates, 2014) and that learning is often preferred "just in time" and not "just in case" (Daland, 2015). After Alma had been launched, the learning process went on to Wiig's strategy number 7: learning by observation and discovery.…”

Biology Student Perceptions of Information Literacy Instruction in the Context of an Essential Skills Workshop Series

“…The variation in feedback could also be attributed to whether or not workshops were offered at a point of need for students, particularly around a relevant course assignment. This is an established concept in IL instruction that may apply to other skills-based workshops (Kuhlthau 2004;Malenfant and Demers 2004;Van Epps and Sapp Nelson 2013;Daland 2015).…”

Embedded students? Can libraries benefit from students having work placements in the library in planning library instruction?

“…In their slide about smart searching the focus was on phrase searching, using synonyms, asterisks and parentheses when searching for information in addition to the possibilities for limitations on the search result. They also presented the successful search methodology (Daland, 2015;Daland & Hidle, 2016;Zins, 2000) that had been presented to them in one of the library courses they had attended.…”

“…In 2015 a study comparing integrated library instruction (LI) courses and open courses was carried out. It concluded that timing of LI seems to be of great importance (Daland, 2015). However, it is not always possible to get the timing right.…”