Developing undergraduates' information literacy skills is an essential liberal learning outcome (Association of American Colleges and Universities, 2007) for the 21st Century. Librarians, faculty, and administrators seek to incorporate information literacy learning outcomes into higher education curricula to provide students with the skills to become life-long learners. Despite being an essential college outcome, little is known about the efficacy of embedding information literacy instruction into the college curriculum, particularly at the national level.
This poster will present results from a study that examines the relationship between information literacy activities and multiple measures of undergraduates' learning and development. It will use data collected from approximately 85,000 undergraduates attending 126 institutions that responded to the National Survey of Student Engagement (NSSE), one of the leading undergraduate assessment instruments. The study will focus on data collected in the Experiences with Information Literacy module, a set of add-on questions that investigates how often students engage in a variety of tasks that demonstrate information literacy competency. More information on the module's content and development can be found in Fosnacht (2014).
The poster will visually display the results of two analyses:
(1) a confirmatory factor analysis of the information constructs in the module
(2) a regression correlating engagement in information literacy with "deep learning" activities and perceived learning gains and the strength of these relationships.
The results have the potential to add to the literature on the relationship between information literacy and undergraduate learning and demonstrate the efficacy information literacy activities to various stakeholders.
Association of American Colleges and Universities. (2007) College learning for the new global century. Washington, D.C.: Author.
Fosnacht, K. (2014). Information literacy and NSSE Introducing the Experiences with Information Literacy Module. College & Research Libraries News, 75(9), 490-500.
Asst. Research Scientist
Indiana University Center for Postsecondary Research