Value and Impact of Librarians’ Interventions on Student Skills Development

Abstract

The research aimed to discover the perceived impact and to identify the value of four information skills teaching interventions within the curriculum in three faculties at the University of the West of England. Faculty and library staff interviews and student focus groups were used to gather evidence about the perceived impact of the interventions, to identify possible enhancements and to investigate the drivers and barriers to embedding information skills teaching within modules. Staff and students were positive about the structure, content, and administration of the library interventions and the impact of librarians on the success of the sessions. The overwhelming majority of comments relating to the perceived impact of library interventions (84%) were positive and none was negative. One fifth of the comments noted a perceived increase in confidence in searching for information. Improved searching behavior and development of new skills were reported. Where skills were assessed students were motivated to engage, particularly when marks were awarded. The librarian/faculty staff relationship and a desire to improve student engagement with library information skills teaching were key factors in driving the embedding and assessment of library interventions.

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