An Evaluation of Library Instruction and Information Literacy Programs of Connecticut Academic Libraries: Effects on Students' Library Use Experiences

This thesis is being archived as a Digitized Shelf Copy for campus access to current students and staff only. We currently cannot provide this open access without the author's permission. If you are the author of this work and desire to provide it open access or wish access removed, please contact the Wahlstrom Library to discuss permission.The research study evaluated the library instruction and information literacy programs of the Connecticut State University system and their effects on student's college experiences. The study examined the programs to determine whether they conformed to the ACRL guidelines for instruction in academic libraries using three broad areas which were program design, human resources, administrative and institutional support. In the program designs the respondents, comprised of instruction librarians, gave their perceptions on their instructional statement of purpose, content of instruction, modes of instruction, program structures evaluation, assessment plans and methods. The second area that was examined was human resources, which included having adequate staffing with appropriate education, experience and expertise. The third was support that included both administrative and institutional support for instructional facilities, financial support as well as support for continuing education, training and development. Using the College Students Experiences Questionnaire (CSEQ) the study also attempted to examine particularly the differences in the library use experiences of college students who had instruction and those who did not. An extensive literature review was conducted for this research. The trends and the impact of technology on information and library instructional services as well as the need to develop information literate students were emphasized. The changes on the new information environment definitely had an effect on instructional services available to college students. In accordance with the ACRL guidelines, the delivery of library instructional programs and services should be planned in conjunction with the overall strategic library planning, including the library's budgeting process. This study reveals that the instructional programs of Connecticut academic libraries lack adequate funding in terms of facilities and personnel to attain the goals of the programs. The study shows that funds are provided for instructional facilities and personnel costs but they are not enough and much improvement is needed. Adequate funding for hiring librarians whose major responsibility is instruction is most critical as well as for training, continuing education and professional development. Seventy-six percent (76%) of the programs do not have a program coordinator or manager but overwhelmed librarians who wear several hats. Recommendations for implementation and further research were made