Assessing instructional outcomes in Canadian academic libraries

Heidi Julien, Stuart Boon

    Research output: Contribution to journalArticle

    37 Citations (Scopus)


    This article reports on a three-year study of information literacy instruction in Canadian academic libraries, focusing on the outcomes of instruction in terms of tests of information literacy skills and interviews with students that explored their experiences of information literacy instruction. Particular emphasis is given to investigating instructional effectiveness and assessing learning outcomes with respect to identifying those institutional and pedagogical factors that promote successful outcomes. Outcomes of instruction include positive cognitive, behavioral, and affective results. Further discussion explores how instruction contributed to students' overall educational success and which factors characterize "success" in achieving those outcomes from the viewpoints of instructional librarians and from the perspectives of clients (i.e., students). These data provide a basis on which to advance instruction toward identifiable, positive outcomes for students in postsecondary institutions. An emphasis on such outcomes is essential if librarians are to justify devoting institutional resources to instructional activities.
    Original languageEnglish
    Pages (from-to)121-139
    Number of pages18
    JournalLibrary and Information Science Research
    Issue number2
    Publication statusPublished - 21 May 2004


    • Canadian academic libraries
    • information literacy instruction
    • literacy skills
    • academic libraries
    • user education

    Fingerprint Dive into the research topics of 'Assessing instructional outcomes in Canadian academic libraries'. Together they form a unique fingerprint.

    Cite this