Open AccessInstructional Characteristics of Information Literacy Programs in the First College Year
Author(s) -
Jennifer R. Keup,
Ryan D. Padgett,
Cindy Ann Kilgo,
AnneMarie Deitering
Publication year - 2019
Publication title -
the journal of college orientation and transition
Language(s) - English
Resource type - Journals
eISSN - 2690-4535
pISSN - 1534-2263
DOI - 10.24926/jcotr.v23i1.2896
Subject(s) - information literacy , literacy , sample (material) , mathematics education , medical education , descriptive statistics , psychology , pedagogy , computer science , medicine , chemistry , chromatography , statistics , mathematics
Drawing from a national sample of 465 institutions, this descriptive study explores the instructional and pedagogical characteristics of course-based information literacy (IL) education in the first year of college. These national data indicate that information literacy instruction is an institutional priority for first-year students but that delivery methods, pedagogy, and evaluation of student learning outcomes rely upon more traditional approaches such as IL instruction in English courses and first-year seminars; librarians as the primary content developers and instructors; classroom activities, lectures, research papers, and presentations as common instructional tools; and an underutilization of information technologies. While analyses of institutional practices suggest emerging areas of information literacy instruction, these strategies have yet to gain prominence on campuses across the country.