An Empirical Study on Follow-up Library Instruction Sessions in the Classroom

Authors

Xiaomei Gong, Western Connecticut State University
Mary Kay Loomis, Western Connecticut State University

Date of this Version

Spring 2009

Document Type

Article

Citation

Electronic Journal of Academic and Special Librarianship (Spring 2009) 10(1). Also available at http://southernlibrarianship.icaap.org/content/v10n01/gong_x01.html.

Comments

Copyright 2009, the authors. Used by permission.

Abstract

Abstract

This study with undergraduate students in the Ancell School of Business, Western Connecticut State University, evaluated the knowledge of students using library resources before and after one session of library instruction in the library, and after follow-up instruction in the classroom. Survey method was used before and after the initial session of library instruction in the library, and after follow-up instruction session in the classroom. Significant differences were found in the students’ knowledge of library resources between the pre- and post- surveys in the library session and in the library usage experience after the follow-up instruction session in the classroom. The study also enhanced librarians’ techniques for teaching the millennial generation to effectively use library resources.

Acknowledgment

We are grateful to Professor Robert Watson for encouraging us to carry out the study and Professors John Coleman and Douglas Stevens for allowing us to collect the data in their classes.