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?
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.