Submitting Campus

Daytona Beach


Staff Works - Hunt Library

Document Type

Conference Proceeding

Publication/Presentation Date



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.



Salt Lake City, UT

Number of Pages


Additional Information

Dr. Casey was not affiliated with Embry-Riddle Aeronautical University at the time this article was published. This paper was also published in the Journal of Library Administration, v.48, no. 3/4, 2008, pp. 509-525.