Information Literacy Education for First-Year Composition Students

Information Literacy Education for First-Year Composition Students

Learner Experience and Usability in Online Education
Pub Date
May 11, 2018
Monica D.T. Rysavy Ph.D. Ed.D.
Russell Michalak MLIS
Kevin Hunt
๐Ÿ“š Book Chapter


This chapter describes how the researchers at a small private Master's level college examined how different delivery modesโ€”face-to-face (F2F), hybrid, and online instructionโ€”may impact first-year students' perceptions of their information literacy (IL) skills compared to their test-assessed information literacy skills using the students perception of information literacy-questionnaire (SPIL-Q) and information literacy assessment (ILA) instruments. These instruments were developed and deployed to international graduate business students in two previous studies: Michalak and Rysavy and Michalak, Rysavy, and Wessel. The students (n=161) in this study were enrolled in a first-year English composition course in the Spring 2017 semester. This iteration achieved an overall response rate of 87.04% (n=141). Overall, results demonstrated the greatest achievement were demonstrated by students in hybrid course sections.