How Little is too Little? An Examination of Information Literacy Instruction Duration for Freshmen

Authors

Dauterive Sarah, Nicholls State University
Bourgeois John, Louisiana State University Health Sciences Center New Orleans
Sarah Simms, Louisiana State University at Baton RougeFollow

Document Type

Article

Publication Date

5-2017

Abstract

This study focuses on librarian-led classes within an introductory seminar course for first-year undergraduates and whether the length of information literacy sessions affects student learning. The authors question how much library interaction is actually beneficial for students? At what point do the returns plateau? With limited resources, what is the most efficient means of reaching students in-person?

Comments

This project report was originally published in the Journal of Information Literacy (https://ojs.lboro.ac.uk/JIL/article/view/PRJ-V11-I1-2).

Recommended Citation

Dauterive, Sarah, John Bourgeois, & Sarah Simms. "How little is too little? An examination of information literacy instruction duration for freshmen." Journal of Information Literacy [Online], 11.1 (2017): 204-219.