Thesis Abstract

Abstract
This thesis investigates the impact of information literacy instruction on student research skills in academic libraries. The ability to effectively navigate and utilize information resources is crucial for students in higher education to succeed academically and in their future careers. Academic libraries play a significant role in providing access to a wide range of resources, but students often require guidance on how to effectively search, evaluate, and use these resources. Information literacy instruction aims to equip students with the skills needed to locate, evaluate, and apply information effectively. The study begins with a comprehensive review of the literature on information literacy instruction, student research skills, and the role of academic libraries in supporting student learning. The literature review identifies key factors influencing the effectiveness of information literacy instruction and the impact it has on student research skills development. Various models and approaches to information literacy instruction are explored to provide a theoretical framework for the study. Methodology The research methodology section outlines the design of the study, including the research approach, data collection methods, and analysis techniques employed. The study utilizes a mixed-methods approach, combining quantitative surveys with qualitative interviews to gather data on the experiences and perceptions of students who have received information literacy instruction in academic libraries. The sample consists of undergraduate and graduate students from diverse academic disciplines to ensure a broad representation of perspectives. Findings and Discussion The findings section presents the results of the study, highlighting the impact of information literacy instruction on student research skills. Quantitative data analysis reveals the extent to which students perceive improvements in their information literacy skills after participating in instruction sessions. Qualitative data from interviews provides deeper insights into the specific aspects of instruction that students find most beneficial and the challenges they encounter in applying these skills to their research projects. The discussion section interprets the findings in relation to existing literature and theoretical frameworks. It explores the implications of the study for academic libraries, educators, and policymakers in enhancing information literacy instruction to better support student learning outcomes. The discussion also addresses the limitations of the study and suggests areas for future research to further explore the relationship between information literacy instruction and student research skills development. Conclusion In conclusion, this thesis demonstrates the significant impact of information literacy instruction on student research skills in academic libraries. It highlights the importance of integrating information literacy instruction into the curriculum to empower students with the necessary skills for academic success and lifelong learning. The findings of this study provide valuable insights for educators and librarians seeking to enhance information literacy programs and support student learning in higher education settings.

Thesis Overview