Baseline Assessment: Understanding WISE Freshman Students’ Information Literacy Skills in a One-shot Library Session

Tran, Clara; Miller, Carrie-Ann; Aveni, Doreen

doi:10.1080/0194262x.2018.1460651

Cited by 7 publications

(2 citation statements)

References 23 publications

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“…Sobel & Sugimoto (2012) found that instruction librarians use a wide variety of assessment tools and outcome measures, with a focus on access and resource selection. Between 2000 and 2016, many studies used the ACRL Information Literacy Competency Standards (2000) to determine outcome variables (for instance: Hsieh & Holden, 2010;Rosenblatt, 2010), and other studies continue to use specialized subject matter information literacy standards from ACRL (such as Tran et al, 2018). After the adoption of the ACRL Framework for Information Literacy in 2016, the literature moved away from Standards-based outcomes assessment to concept-driven outcomes (examples: Hurley & Potter, 2017;Tomaszeski, 2021).…”

Section: Is the Library One-shot Effective? A Meta-analytic Studymentioning

confidence: 99%

Is the Library One-Shot Effective? A Meta-Analytic Study

Cook¹

2022

CRL

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Section: Is the Library One-shot Effective? A Meta-analytic Studymentioning

confidence: 99%

Is the Library One-Shot Effective? A Meta-Analytic Study

Cook¹

2022

CRL

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“…Detlor et al (2012) contended that this type of instruction "advocates an active learning approach where students… are encouraged to use their higher-order thinking skills while engaged in activities that help them think critically and explore their own attitudes and values" (p. 148). Although "one-shot" sessions are difficult to teach, librarians have reported positive experiences with classes that last longer than 50-minutes (Tran, Miller, & Aveni, 2018).…”

Section: Types Of Information Literacy Instruction Sessionmentioning

confidence: 99%

Making sense of librarian-led information literacy instruction

Breland¹

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This study explored how undergraduate faculty made sense of librarian-led information literacy instruction. Semi-structured interviews were conducted with six undergraduate faculty that taught at least two sections of a general education course at Woodlawn College. Interpretative Phenomenological Analysis (IPA) was used to analyze transcripts and identify four superordinate themes and twelve subthemes. The four superordinate themes that emerged from the transcripts were 1) faculty understand the concept of information literacy in similar ways to library professionals, 2) faculty believe there are distinctive roles librarians and faculty play in teaching students information literacy, 3) faculty have a positive perception of librarian-led information literacy instruction, and 4) faculty encountered challenges with librarian-led information literacy instruction. This study suggests that there are opportunities for librarians to further assess how faculty incorporate information literacy, what role they believe librarians serve in promoting information literacy, and how they would integrate information literacy concepts into their classroom.

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Student Academic Support Services

Mammadova

2022

Academic Writing and Information Literacy Instruction in Digital Environments

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Baseline Assessment: Understanding WISE Freshman Students’ Information Literacy Skills in a One-shot Library Session

Cited by 7 publications

References 23 publications

Is the Library One-Shot Effective? A Meta-Analytic Study

Is the Library One-Shot Effective? A Meta-Analytic Study

Making sense of librarian-led information literacy instruction

Student Academic Support Services

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