Library Instruction and Graduate Professional Development: Exploring the Effect of Learning Environments on Self-Efficacy and Learning Outcomes

Abstract

Few teachers use scholarly literature to improve their professional practice because they do not perceive the connection between research and practice (Kennedy, 1997). Although Kennedy does not suggest why this is occurring, other studies have indicated that students lack the requisite skills to access and retrieve information effectively (Fox & Weston, 1993; Greer, Weston, & Alm, 1991; Maughan, 2001). As a minimum, graduate education should improve teachers' ability and self-efficacy in library research. In addition, extensive changes in library information systems, combined with a proliferation of field-based courses, have further confounded students' ability to access information effectively. Although many libraries are creating Web-based tutorials to accommodate a growing body of off-campus students, little research has been conducted that compares Web-based and traditional library instruction effectiveness.

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