||Internet Resource, Archival Material
|All Authors / Contributors:
Mary Jane Harkins; Mount Saint Vincent University; Denyse B Rodrigues; Mount Saint Vincent University; Stanislav Orlov; Mount Saint Vincent University
It is often assumed that incoming graduate students are information literate, yet many of them lack the skills needed to effectively organize and critically evaluate research. Supporting students in acquiring information literacy skills is a critical role for universities, as it improves the quality of student research and enhances their opportunities for lifelong learning. The literature in this area has focused on the partnership between librarians and course instructors, which has been shown to produce the most effective library instruction: however, additional research is needed concerning the collaborative approach to teaching information literacy to graduate students. The current study used action research to gather information on students’ perceptions of a blend of two methods of library instruction, a web-based tutorial and an in-class library instruction session. While few students indicated engagement with the online tutorial, most students appreciated the in-class session. Recommendations for information literacy instruction and further research are included.