This research study investigates the influence of independent variables on students' critical reflection scores in a library instruction program. A student sample (n= 321), enrolled in English Composition II courses, participated in a four-session library instruction curriculum. Brookfield's Critical Incident Questionnaire was used as the main instrument to collect critical reflection data, and the Sparks-Langer et al. Framework for Reflective Thinking was used as a scoring instrument. Multiple regression analysis was conducted on 4 major theoretical constructs (academic achievement, semester, gender, age) and 6 theoretical assumptions (year in school, previous library instruction, transfer student, librarian, day of week, and time of day). Significance was found for academic achievement (p< 0.01), gender (p< 0.001), semester (p< 0.001), and year in school (p< 0.05) as predictors of critical reflection.

This research study incorporates Brookfield’s Critical Incident Questionnaire (CIQ) as a qualitative instrument to assess the ACRL Information Literacy Competency Standards for Higher Education in one library’s instructional curriculum. A sample (n=348) of English Composition II students was studied over the course of two semesters during a four-session instructional program. A methodological framework of critical reflection, incidents, and events was incorporated, as well as reflection on practice. Results of the study showed the CIQ was effective in supporting qualitative methods for assessment of critical reflection in general and the ACRL Standards specifically during the research and learning process.

This research study incorporates Brookfield's Critical Incident Questionnaire (CIQ) as a qualitative instrument to assess the ACRL Information Literacy Competency Standards for Higher Education in one library's instructional curriculum. A sample (n=348) of English Composition II students was studied over the course of two semesters during a four-session instructional program. A methodological framework of critical reflection, incidents, and events was incorporated, as well as reflection on practice. Results of the study showed the CIQ was effective in supporting qualitative methods for assessment of critical reflection in general and the ACRL Standards specifically during the research and learning process.