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CJILS_Julien_Tan_Merillat_2012.pdf
CJILS_Julien_Tan_Merillat_Tables_2012.pdf
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Instruction for Information Literacy in Canadian Academic Libraries: A Longitudinal Analysis of Aims, Methods, and Success

  • Author(s) / Creator(s)
  • The study reports a survey of information literacy instruction practices in Canadian academic libraries. Results indicate that formal instruction is offered by 89% of respondents, a minority of which articulate formal instructional objectives or work in libraries with full-time instructional librarians. Evaluation is mostly informal. Teaching students to find information is the highest priority of instruction, and database instruction is given the strongest focus. Changes in IT continue to influence instructional content and delivery. Instructional work receives less support than previously, and complex relationships with teaching faculty continue to challenge librarian instructors. Trends are consistent with national surveys conducted globally.

  • Date created
    2013
  • Subjects / Keywords
  • Type of Item
    Article (Published)
  • DOI
    https://doi.org/10.7939/R3V40K09C
  • License
    © 2013 Heidi Julien, Maria Tan, Shannon Merillat. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
  • Language
  • Citation for previous publication
    • This is the pre-peer reviewed version of the following article: Heidi Julien, Maria Tan, and Shannon Merillat. "Instruction for Information Literacy in Canadian Academic Libraries: A Longitudinal Analysis of Aims, Methods, and Success / L’enseignement visant les compétences informationnelles dans les bibliothèques universitaires canadiennes : Une analyse longitudinale des objectifs, des méthodes et du succès obtenu." Canadian Journal of Information and Library Science 37.2 (2013): 81-102.