Journal of College Orientation, Transition, and Retention

Instructional Characteristics of Information Literacy Programs in the First College Year

Jennifer R. Keup

Ryan D. Padgett

Cindy A. Kilgo

Anne-Marie Deitering

DOI: https://doi.org/10.24926/jcotr.v23i1.2896

Keywords: Information literacy, first-year, delivery methods, pedagogy, evaluation, instructional tools

---

Abstract

Drawing from a national sample of 465 institutions, this descriptive study explores the instructional and pedagogical characteristics of course-based information literacy (IL) education in the first year of college. These national data indicate that information literacy instruction is an institutional priority for first-year students but that delivery methods, pedagogy, and evaluation of student learning outcomes rely upon more traditional approaches such as IL instruction in English courses and first-year seminars; librarians as the primary content developers and instructors; classroom activities, lectures, research papers, and presentations as common instructional tools; and an underutilization of information technologies. While analyses of institutional practices suggest emerging areas of information literacy instruction, these strategies have yet to gain prominence on campuses across the country.