University Libraries & Learning Sciences Faculty and Staff Publications
Document Type
Article
Publication Date
7-5-2019
Abstract
The University Libraries at the University of New Mexico reconfigured their established library instruction program for biology as part of a broader grant-funded essential skills workshop series for STEM students. This initiative standardized supplementary instruction through seven in-person and online workshops delivered to students through the Biology Department’s four core undergraduate laboratory courses. Post-workshop feedback data were gathered from students throughout the two-year grant period. The present study analyzes this data set—including 3,797 completed student surveys from both library and non-library workshops over the course of four semesters—with the goal of understanding STEM student perceptions of the value of information literacy skills as compared to the general and disciplinary value of other essential intellectual and practical skills. The findings suggest that undergraduate biology students generally perceive information literacy to be among the most valuable and relevant skills introduced through the workshop series. The results have the potential to inform information literacy instruction practices and collaborative efforts with broader essential skills education programs.
Publisher
University of Alberta Libraries
Publication Title
Issues in Science and Technology Librarianship
ISSN
1092-1206
Issue
92 (Fall 2019)
DOI
https://doi.org/10.29173/istl10
Language (ISO)
English
Recommended Citation
Jankowski, Amy and Yadéeh E. Sawyer. "Biology Student Perceptions of Information Literacy Instruction in the Context of an Essential Skills Workshop Series." Issues in Science and Technology Librarianship (2019). doi:https://doi.org/10.29173/istl10.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
