Course-Integrated information literacy instruction in introduction to accounting

Anne Kelly, Butler University
Teresa Williams, Butler University
Brad Matthies, Butler University
J. B. Orris, Butler University

Article comments

Final definitive version available from Routledge.

Abstract

Two groups of students, enrolled in Introduction to Accounting, volunteered to participate in a pedagogical study to assess course-integrated information literacy instruction. Only one group had received information literacy instruction in an earlier business course. Academic librarians provided three instruction sessions, and students completed a semester-long case to evaluate a company as a potential investment. The results suggest that information literacy skills can be learned for application in subsequent coursework. This research also provides some evidence of significantly greater improvement in information literacy and significantly higher perceptions of course-integrated instruction benefits by students who had not received the previous instruction.