Objective – To ascertain the factors influencing student learning during information literacy instruction (ILI) and create a theoretical model based on those factors.
Design – Mixed methodology consisting of interviews and an assessment test.
Setting – Three Canadian business schools.
Subjects – Seven librarians, 4 library administrators, 16 business faculty, and 52 undergraduate business students were interviewed, and the Standardized Assessment of Information Literacy Skills (SAILS) test was administered to 1,087 undergraduate business students across three different business schools.
Methods – The authors used an interview script to conduct interviews with librarians, library administrators, business school faculty, and undergraduate business school students at three business schools in Canada. The authors also administered the SAILS test to undergraduate business students at the same three Canadian business schools.
Main Results – ILI works best when it is related to an assignment, part of the curriculum, periodically evaluated, adequately
funded, timely, mandatory, interactive, uses handouts, provides the proper amount of information, and favourably viewed within the school. ILI student learning outcomes are affected by whether the students find the ILI beneficial and relevant, their year in the program, gender, status as international or domestic student, and overall academic achievement.
Conclusion – Creation of theoretical model consisting of the three main factors influencing student learning outcomes in information literacy instruction: learning environment, information literacy components, and student demographics.
Assessing Student Learning Outcomes for Information Literacy Instruction in Academic Institutions. Ed. Elizabeth Fuseler Avery. Chicago: ACRL. 2003. 299p. alk. paper, $29 (ISBN 0838982611). LC 2003-21498.
