Thesis Abstract

Abstract
This thesis investigates the impact of information literacy instruction on student learning outcomes in academic libraries. In an era where information is abundant and easily accessible, the ability to effectively locate, evaluate, and utilize information is crucial for academic success. Academic libraries play a pivotal role in providing resources and services to support students in developing information literacy skills. This research aims to explore the relationship between information literacy instruction provided by academic libraries and its influence on student learning outcomes. The study begins with a comprehensive review of the existing literature on information literacy, student learning outcomes, and the role of academic libraries in facilitating information literacy instruction. Through a mixed-methods approach, data will be collected from both students and library staff to gain insights into their perceptions and experiences regarding information literacy instruction and its impact on student learning outcomes. The research methodology includes surveys, interviews, and observation to gather data on the effectiveness of information literacy instruction programs in academic libraries. Quantitative data analysis will be conducted to examine correlations between participation in information literacy instruction and academic performance, while qualitative analysis will provide deeper insights into the experiences and perceptions of students and library staff. The findings of this study are expected to contribute to the existing body of knowledge on information literacy and its impact on student learning outcomes. By identifying the strengths and limitations of current information literacy instruction practices in academic libraries, recommendations will be provided to enhance the effectiveness of these programs and ultimately improve student learning outcomes. In conclusion, this research seeks to shed light on the importance of information literacy instruction in academic libraries and its potential to positively influence student learning outcomes. The findings of this study have implications for library practitioners, educators, and policymakers in developing strategies to better support students in acquiring essential information literacy skills for academic success.

Thesis Overview