How Does a Pre-Assessment of Off-Campus Students' Information Literacy Affect the Effectiveness of Library Instruction?
Staff Works - Hunt Library
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.
13th Off-Campus Library Services Conference
Salt Lake City, UT
Number of Pages
Scholarly Commons Citation
Ivanitskaya, L., DuFord, S., Craig, M., & Casey, A. M. (2008). How Does a Pre-Assessment of Off-Campus Students' Information Literacy Affect the Effectiveness of Library Instruction?. , (). https://doi.org/10.1080/01930820802289649
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.