Developing and Assessing a Library Instruction Module for a Core Business Class

Abstract

This article reports on a successful faculty–librarian collaboration to develop a library instruction module for a core undergraduate business course. The module consisted of three library instruction sessions, each with an accompanying graded online exercise and an assigned research memo. To evaluate the effectiveness of the sessions, scores from the online exercises and research memos were compared between those who attended the sessions and those who did not. The results indicate a significant statistical difference in the online exercise scores between those students who attended the corresponding session versus those who were absent. Although there was a trend for students attending all three library instruction sessions to have higher mean rankings on the research memo assignment than those who did not; this trend was not significant. This study contributes to the body of literature exploring faculty–librarian collaborations, the integration of information literacy concepts into courses, and offers examples of how to evaluate the effectiveness of information literacy sessions using quantitative measures.