Footholds and foundations: setting freshmen on the path to lifelong learning

Abstract

PurposeThe paper seeks to provide an empirical study demonstrating the value of one‐shot instruction assessment, and student learning, with the software, LISA.Design/methodology/approachThis is an outcome‐based quantitative study, using performance‐based software for assessment.FindingsThe University of North Texas librarians developed Library Instruction Software for Assessment (LISA) to assess one‐shot library instruction sessions. The study used a pre‐test, post‐test and post‐post‐test to test freshmen in English classes. The pre‐test revealed that students had more difficultly using some tools more than others, namely the catalog. The post‐test showed that student performance searching the catalog and Academic Search Premier improved with library instruction. However, students' ability to find the “Help page” decreased. This decreased number was attributed to the importance of teaching navigation skills in library instruction sessions. The post‐post‐test taken at the end of the semester demonstrated that students were retaining the skills taught.Research limitations/implicationsOne‐shot library instruction sessions are valuable and can be assessed using LISA. The study shows LISA can provide meaningful results about students' library skills.Originality/valueThe paper introduces a unique software tool, Library Instruction Software for Assessment (LISA), which can be used for assessing instruction sessions – even one‐shot sessions. The findings indicate that one‐shot library instruction can have a positive effect on the information literacy level of students, and offers insight into areas of improvement for instruction sessions.