Understanding incoming MLS graduate student proficiency and perceptions of information literacy skills

Hebert, Holly; Reed, Karen

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https://hdl.handle.net/2142/105311 Copy

Description

Title

Understanding incoming MLS graduate student proficiency and perceptions of information literacy skills

Author(s)

• Hebert, Holly
• Reed, Karen

Issue Date

2019-09-24

Keyword(s)

• Information literacy
• Master of library science student instruction
• Association of college and research libraries Framework for Information Literacy for Higher Education

Abstract

Faculty often expect incoming graduate students to have a high level of information literacy skills as obtained during their undergraduate coursework; prior research, however, demonstrates that these skills cannot be presumed. This paper discusses the results of an enhancement to an existing introductory course in one Master of Library Science (MLS) program in which the course was redesigned to include a greater focus on information literacy skills. This case study examined fifteen students for their possible change in knowledge of information literacy skills, as well as to understand their perceptions regarding confidence in their skills post-instruction.

Series/Report Name or Number

• Information literacy
• Standards
• Curriculum
• Online learning

Type of Resource

text

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http://hdl.handle.net/2142/105311

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