Information Literacy: Student Learning Outcomes

The Association of College and Research Libraries coordinates research projects which investigate the effects of information literacy instruction on student learning and achievement. The following studies provide evidence that  librarian interventions in the college curriculum have a positive correlation to student achievement:

• Scott Walter. “Assessment in Action: Introduction to the Special Issue.”
• Kara J. Malenfant, Lisa Janicke Hinchliffe, and Debra Gilchrist. “Assessment as Action Research: Bridging Academic Scholarship and Everyday Practice.”
• Veronica Arellano Douglas and Celia E. Rabinowitz. “Examining the Relationship between Faculty-Librarian Collaboration and First-Year Students’ Information Literacy Abilities.” Abstract
• Sara Davidson Squibb and Susan Mikkelsen. “Assessing the Value of Course-Embedded Information Literacy on Student Learning and Achievement.” Abstract
• Jérôme Melançon and Nancy Goebel. “Personal Librarian for Aboriginal Students: A Programmatic Assessment.” Abstract
• Phil Jones, Julia Bauder, and Kevin Engel. “Mixed or Complementary Messages: Making the Most of Unexpected Assessment Results.” Abstract
• Kacy Lundstrom, Pamela Martin, and Dory Cochran. “Making Strategic Decisions: Conducting and Using Research on the Impact of Sequenced Library Instruction.” Abstract
• Lisa Massengale, Pattie Piotrowski, and Devin Savage. “Identifying and Articulating Library Connections to Student Success.” Abstract
• Brandy Whitlock and Nassim Ebrahimi. “Beyond the Library: Using Multiple, Mixed Measures Simultaneously in a College-Wide Assessment of Information Literacy.” Abstract