How Does a Pre-Assessment of Off-Campus Students' Information Literacy Affect the Effectiveness of Library Instruction?

Lana Ivanistskaya, Susan DuFord, Monica Craig, Anne M. Casey

Research output: Contribution to journalArticlepeer-review

Abstract

This study investigates the impact that pre-tests have on the effectiveness of library instruction when students are given feedback on their pre-test performance. Librarians and academic faculty partnered to measure library instruction outcomes in two Master's degree classes. The Research Readiness Self-Assessment (RRSA) was used as a pre-test (before instruction) and a post-test (after instruction) in Class 1 and as a post-test only in Class 2. Students who completed both tests performed significantly better on a post-test, earning higher scores on obtaining information and overall information literacy. They reported greater library/research experience and less reliance on browsing. Compared to students who did not take a pre-test, students who received pre-test-based feedback had higher scores on library/research experience and lower scores on reliance on browsing. To enhance the effectiveness of library instruction, students can be given pre-test-based feedback that compares their actual and perceived literacy and encourages the use of library databases.
Original languageAmerican English
JournalJournal of Library Administration
Volume48
DOIs
StatePublished - Dec 12 2008
Externally publishedYes

Keywords

  • Research Readiness Self-Assessment
  • RRSA
  • information literacy measurement
  • library instruction effectiveness

Disciplines

  • Online and Distance Education
  • Library and Information Science
  • Information Literacy

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