Measuring the Effectiveness of Undergraduate Library Instruction

Public Deposited
Analytics

Downloadable Content

Download PDF
Request Version for Screen Reader
Last Modified
  • February 28, 2019
Creator
  • Wasserman, Rachel
    • Affiliation: School of Information and Library Science
Abstract
  • The purpose of this study, conducted in Spring 2013, was to evaluate the effectiveness of the undergraduate library instruction program instituted as part of the first-year English 105 course at the University of North Carolina at Chapel Hill. ACRL's Information Literacy Competency Standards for Higher Education were used to develop learning outcomes to measure students' self-efficacy in an anonymous online survey. Also measured were students' emotional responses to doing research for a paper and level of procrastination. Results indicate that all student respondents felt at least moderately confident on eight tasks, but for four of the tasks, at least one student reported having no confidence. However, the role of the library instruction program in effecting these results is inconclusive. The lack of a pre-instruction survey, in combination with poor survey response, makes it impossible to generalize the results. Nevertheless, the results can provide a baseline of comparison for future research.
Date of publication
Subject
DOI
Resource type
Rights statement
  • In Copyright
Advisor
  • Moran, Barbara
Degree
  • Master of Science in Library Science
Degree granting institution
  • University of North Carolina at Chapel Hill
Extent
  • 36
Deposit record
  • 158064d5-59c7-4097-a7dc-10c65d0712f6

Relations

Parents:

This work has no parents.

Items

Thumbnail Title Date Uploaded Visibility Actions
file details Measuring the Effectiveness of Undergraduate Library Instruction 2019-05-13 Public Download