The Effectiveness of Library Instruction for Graduate/Professional Students: A Systematic Review and Meta-Analysis

Abstract

Abstract
 Objective - This study sought to assess the effectiveness of library instruction for increasing information literacy skills and/or knowledge among graduate and professional students.
 Methods - A search was conducted in Library Literature and Information Science Index (H. W. Wilson); Library, Information Science & Technology Abstracts; Medline; CINAHL; ERIC; Library and Information Science Abstracts (LISA); and ProQuest Dissertations and Theses Global. Studies were included if they were published between 2000 and 2019, in English, reported on library instruction for graduate or professional students, and objectively measured change in information literacy knowledge/skills.
 Results - Sixteen studies were included in the systematic review; 12 of the 16 studies included sufficient information to be included in the meta-analysis. The overall effect of library instruction was significant [SMD = 1.03, SE=0.19, z=5.49, P<.0001, 95% CI=0.66-1.40], meaning that on average, a student scored about one standard deviation higher on an information literacy assessment after library instruction. High heterogeneity indicated a need for subgroup analysis, which showed a significant moderation of effect by discipline of students, but none by format of instruction. However, subgroup analysis must be viewed with caution due to the small number of studies in several of the subgroups.
 Conclusions - This meta-analysis indicates that library instruction for graduate students is effective in increasing information literacy knowledge and/or skills. However, to strengthen the accuracy of results of future meta-analyses, there is a need for more precise descriptions of instructional sessions as well as more complete data reporting by authors of primary studies. There is also a need for the publication of more studies, particularly studies of hybrid and online instruction.

Information seeking within academic digital libraries

“…Even though search training led the graduate students to employ the more advanced search strategies, they still did not employ these appropriately given the search scenario (e.g., employing look-up strategies for fact verification scenarios and exploratory search strategies for knowledge discovery scenarios). Although library instruction has been shown to increase information literacy [9], there is little to indicate that it includes a fulsome consideration of models of information seeking [5,23]. As such, we propose that academic search training should include lessons that explicitly focus on advanced search strategies and under what situations they should be used.…”

Faces of informed research:

“…The scholarship relating 'information literacy' to what is often described as 'original' research frequently focuses on developing insights that inform educational efforts to support higher education students. Increasingly these efforts include undergraduate students (Hensley & Davis-Kahl, 2017), but are especially relevant to graduate students expected to engage in research in their future careers (Bussell, Hagman, & Guder, 2017;Grabowsky & Weisbrod, 2020;Jackson, 2013;Lefebvre & Yancey, 2014). While there is little research focusing specifically on IL in collaborative research contexts, IL has been related to interdisciplinary research, which typically involves collaboration between researchers from different disciplines (Gullbekk, Bøyum, & Byström, 2015;Jones, 2012;Newby, 2011;Pilerot, 2016).…”

Problems and Prospects of Implementing MOOCs Massive Open Online Courses in North East India in LIS Perspective

“…The paper tends to assess the effectiveness of library instruction for expanding information knowledge and skills of literacy among professional and graduate students. The study identifies the literature which was published between 2000 and 2019 in English where measurement is meant concerning the changes in information literacy skills and knowledge 12 .…”

“…The departments impart knowledge and trained them to be better working professionals in various sectors. As the subject of the study is specific to LIS MOOC courses, we need to understand courses of LIS degree which are offered by different universities (Central and State Universities) of this region 12 . most people cannot afford to seek education.…”

“…The result reviles that that MOOC can be more attractive to the learner if it has enjoyment facilities along with learning. Another factor included in the social influence which can be considered as the more influential factor than the other one 12 .…”