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Article
How Does a Pre-Assessment of Off-Campus Students' Information Literacy Affect the Effectiveness of Library Instruction?
Journal of Library Administration (2008)
  • Lana Ivanistskaya, Central Michigan University
  • Susan DuFord, Central Michigan University
  • Monica Craig, Central Michigan University
  • Anne M. Casey, Central Michigan University
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.
Keywords
  • Research Readiness Self-Assessment,
  • RRSA,
  • information literacy measurement,
  • library instruction effectiveness
Publication Date
December 12, 2008
DOI
https://doi.org/10.1080/01930820802289649
Citation Information
Lana Ivanistskaya, Susan DuFord, Monica Craig and Anne M. Casey. "How Does a Pre-Assessment of Off-Campus Students' Information Literacy Affect the Effectiveness of Library Instruction?" Journal of Library Administration Vol. 48 Iss. 3/4 (2008) p. 509 - 525 ISSN: 1540-3564
Available at: http://works.bepress.com/anne_marie_casey/33/