Library-Use Instruction: Assessment of the Long-Term Effects

Hardesty, Larry; Lovrich, Nicholas P.; Mannon, James

doi:10.5860/crl_43_01_38

Cited by 17 publications

(10 citation statements)

References 2 publications

(3 reference statements)

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“…14 The study found that students who actively used the learned skills after the course had the best long-term skills retention. However, the study found no significant relation between library skills retention and SAT scores or eventual grade point averages.…”

mentioning

confidence: 93%

Long-Range Effectiveness of Library Use Instruction (Research Note)

Selegean¹,

Thomas²,

Richman³

1983

CRL

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mentioning

confidence: 93%

Long-Range Effectiveness of Library Use Instruction (Research Note)

Selegean¹,

Thomas²,

Richman³

1983

CRL

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“…In both countries, instructional work is not a funding priority for library administrations, articulating formal instructional objectives is not generally done, and evaluation of instruction is largely informal and formative (Julien, 1998(Julien, , 2000(Julien, , 2006Julien & Boon, 2002;Julien & Leckie, 1997;LaGuardia, 1996;Shonrock, 1996). Where summative evaluations have been done, results suggest that undergraduates' grades and program completion rates improve as a result of IL instruction (Greer, Weston, & Alm, 1991;Hardesty, Lovrich, & Mannon, 1982;Selegan, Thomas, & Richman, 1983). Research also indicates that instruction increases students' ability to search effectively and to select relevant information sources (Emmons & Martin, 2002).…”

Section: Evaluating Information Literacy Instructionmentioning

confidence: 82%

Preparing Tomorrow's Decision Makers: Learning Environments and Outcomes of Information Literacy Instruction in Business Schools

Julien

Detlor

Serenko

et al. 2011

Journal of Business & Finance Librarianship

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This study examined information literacy instruction in Canadian business schools, conducted to identify successful outcomes, as well as opportunities to increase the scope and magnitude of instructional outcomes. Three business schools and their supporting libraries participated in the study, which included analysis of policy documents and interviews with students, librarians, teaching faculty, and administrators. In addition, the SAILS test was administered to business students at all 3 institutions. Critical factors in the learning environments at each school were analyzed, and instructional outcomes were identified. One striking finding was the lack of coherence between the perspectives of students about their 348 Preparing Tomorrow's Decision Makers 349 information literacy skills and learning, and the perspectives of the librarians and faculty members who teach them.

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“…Various studies that aimed at assessing the long-term effect of instruction (e.g. Hardesty, 1982;Holland and Powell, 1995) have found, indeed, that: (1) Instruction is the most important variable affecting the acquisition of library skills in the long term. (2) The ongoing influence of instruction is greater than that of the other variables in terms of motivation, as well as use and accessibility of information sources.…”

Section: Studies Of Performance That Assess Basic Implications and Their Ramifications In The Field Of Education And Methodologies Of Insmentioning

confidence: 99%

Evaluating the effectiveness of bibliographic instruction

Shoham

2001

Journal of Librarianship and Information Science

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Examines and evaluates the types of bibliographic instruction provided by school libraries to secondary school students who are preparing and writing their term papers. Attempts to determine the extent to which students adopt systematic and graduated strategies in the searching and retrieving of bibliographic information using existing bibliographic tools and aids (computer software, databases, internet/World Wide Web). Reports results of a study, conducted from October 1995 to January 1996, involving an experimental group of 28 tenth-grade students in one school, receiving bibliographic instruction and a control group of 26 students, from the same school but without bibliographic instruction. Each student within the two groups had to write a paper on a specific topic, all of the topics drawn from the same historical period. Three days before the submission date of the term papers (March 1996), the students were requested to fill out questionnaires, which included 20 questions dealing with proficiency in the use of the library to carry out work on the particular project. The study sought to test hypothesized disparities between the two groups in three areas: extent of use of bibliographic materials; proficiency in search of bibliographic material; and independence in location of material. Concludes that the experimental group utilized a larger number of bibliographic items in the work for their term papers compared to the control group; the experimental group performed a more systematic search procedure in terms of phases of the search compared to the control group; and no disparities were found between the two groups in regard to the requesting of assistance from the librarians.

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Library-Use Instruction: Assessment of the Long-Term Effects

Cited by 17 publications

References 2 publications

Long-Range Effectiveness of Library Use Instruction (Research Note)

Long-Range Effectiveness of Library Use Instruction (Research Note)

Preparing Tomorrow's Decision Makers: Learning Environments and Outcomes of Information Literacy Instruction in Business Schools

Evaluating the effectiveness of bibliographic instruction

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