In what way should a librarian assess the effectiveness of information literacy instruction?

Gathering student feedback on the learning experience is a crucial method for assessing the effectiveness of information literacy instruction. This approach allows the librarian to understand students’ perceptions, experiences, and challenges related to the instruction they received. Through surveys, discussions, or reflective writing, students can provide insights into what they found helpful, what could be improved, and how well they feel they understood the material being taught.

Feedback from students can reveal not only their level of engagement during the instruction but also their ability to apply the skills learned to real-world situations. This qualitative data is essential for refining instructional methods, materials, and the overall educational approach. It also fosters a collaborative learning environment where students feel their opinions are valued, enhancing future instruction efforts.

Furthermore, while evaluating student grades before and after instruction might provide some insight into academic performance, it could be influenced by many external factors not directly related to information literacy skills. Therefore, simply relying on grades does not paint a complete picture of instructional effectiveness. Similarly, measuring library attendance or the number of books checked out does not specifically relate to assessing the instruction's quality or its impact on students' information literacy skills. These factors might indicate usage but fail to directly correlate with the skills and competencies taught during the instruction.