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In an effort to develop some sense of the current state of credit-bearing library skills courses at academic libraries, an analysis was conducted of 100 online syllabi for introductory library skills courses at various col- leges and universities. These online syllabi were analyzed for subject content and assessment techniques/teaching methods. The "Informa- tion Literacy Competency Standards for Higher Education," created by the Association of College and Research Libraries, were utilized as a framework for categorizing and placing into context the subject content of the syllabi analyzed.

An Analysis of Online Syllabi for Credit-bearing Library Skills Courses