This paper describes an exploratory study investigating the impact of problem-based learning and clicker technology as active learning strategies at the American University of Sharjah Library, United Arab Emirates (UAE). Studies compared traditional and active learning classes. The present article maps the successes and challenges of these unique classroom encounters, and through correlation of findings from a broader educational context, considers the impact of these teaching strategies on student performance in the library instruction environment. Results provide insight into the potential and implications of active learning strategies as a means of engaging students in the learning process and the inherent difficulties associated with measuring impact on student learning. Future studies should consider other variables affecting student learning including student motivation, engagement, and learning styles, and consider a range of alternate assessment models from the education field.

PurposeThis descriptive research attempts to determine whether students are retaining knowledge from a single information literacy (IL) training session and whether there are other competencies that need to be covered in a 60 minute IL session.Design/methodology/approachA questionnaire was designed to measure IL learning outcomes that included formulating search strategies, evaluation of resources, and resource recognition. The tool was administered to students registered in an English class who were required to complete IL instruction. Students were given the test prior to IL instruction and post‐IL instruction.FindingsThe results of the study show a number of areas where the IL training sessions could be improved to better use the allotted 60 minutes. The trainers' findings gave clear directions on where to focus their efforts and where positive results are being achieved. The questionnaire was easy to administer and helped to fulfill the objectives of improving the IL training.Practical implicationsThe questionnaire developed provides one more way for the IL team to assess student learning outcomes.Originality/valueThe value of this research has helped to provide structure to assessing the IL program and feeds into the current assessment culture. The questionnaire focuses on three common student learning outcomes which will be of value to academic instruction librarians.

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