Survey of Information Literacy Instructional Practices in U.S. Academic Libraries

Heidi Julien, Melissa Gross, Don Latham

Abstract

An online survey sent to the community of professional librarians in the United States who provide information literacy instruction in academic libraries provided insights into their practices and the challenges they face. Data include current pedagogical methods, client groups of focus, assessment and evaluation, marketing, instructional objectives, incorporating the new Framework for Information Literacy for Higher Education into instruction, the role of technology in instruction, the importance of relationships with faculty and administrators, and a range of common challenges faced by instructional librarians.1 The survey results can help to identify best practices, to improve current practice, to compare practices across different contexts, and to inform preprofessional preparation of librarians who will become providers of instruction.

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