Taking the plunge! A case study in teaching a credit-bearing information literacy course to business undergraduate students

Abstract

This case study describes the experience and examines the efficacy of teaching a three-credit, semester-length information literacy class to undergraduate business students. The discussion includes an overview of the steps involved in garnering administrative support, in developing and teaching the course in the fall of 2014 and 2015, and in evaluating student progress. The advantages and disadvantages of this approach as opposed to other modes of library instruction are also explored. Finally, future directions for the course and plans for the closer study of its effectiveness are examined.

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