NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ948966
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-8756-7555
Assessing an Information Literacy Assignment and Workshop Using a Quasi-Experimental Design
Fitzpatrick, Maureen J.; Meulemans, Yvonne Nalani
College Teaching, v59 n4 p142-149 2011
To determine the impact of an assignment and workshop intended to increase students' information literacy skills, we conducted a quasi-experiment using a pretest-posttest assessment with undergraduate students in four sections of an introduction to developmental psychology course. Two sections (N = 81) received the assignment and instructions only, acting as the control group; two sections (N = 76) received the librarian-led workshop in addition to the assignment and instructions. Results of an independent-samples t-test revealed a significant difference on posttest scores on students' information literacy skills between those who participated in the workshop and those who did not. There was also a positive change in students' subjective views of their ability to use the library and online library resources. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A