“Easier, Less Stressful, and Better Results”: Sociology and Criminal Justice Majors’ Experience of Library Research before and after Library Instruction

Abstract

This article argues for the incorporation of library instruction into research methods courses to foster information literacy skills important to disciplinary specialization. The evidence in support emerges from a collaborative teaching and assessment project conducted by a research methods instructor and a faculty instructional librarian. The project evaluated the effectiveness of library instruction in two ways: One, essays in which students described their research process before and after library instruction were evaluated qualitatively for dominant themes. Two, students’ postinstruction literature review projects were assessed using a rubric to determine the degree to which students met learning outcomes. These assessments indicate that library instruction led to several positive outcomes. In the essays, many students described increases in skills and confidence as well as appreciation for the new research tools introduced. In sampled literature review assignments, students demonstrated skills that met or exceeded expectations.