Document Type

Article

Publication Title

Journal of Business & Finance Librarianship

Abstract

Two groups of students, enrolled in Introduction to Accounting, volunteered to participate in a pedagogical study to assess course-integrated information literacy instruction. Only one group had received information literacy instruction in an earlier business course. Academic librarians provided three instruction sessions, and students completed a semester-long case to evaluate a company as a potential investment. The results suggest that information literacy skills can be learned for application in subsequent coursework. This research also provides some evidence of significantly greater improvement in information literacy and significantly higher perceptions of course-integrated instruction benefits by students who had not received the previous instruction.

Pages

326-47

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DOI

https://doi.org/10.1080/08963568.2011.605651

Volume

16

Issue

4

Publication Date

2011

Disciplines

Library and Information Science

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Business & Finance Librarianship on 2011, available at: https://doi.org/10.1080/08963568.2011.605651.

ISSN

1547-0644

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Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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