Thesis Abstract

Abstract
The ability to effectively navigate, evaluate, and utilize information is crucial for student success in the contemporary academic landscape. Information literacy instruction plays a pivotal role in equipping learners with the necessary skills to access, evaluate, and apply information effectively. This thesis investigates the impact of information literacy instruction on student learning in academic libraries, aiming to explore the effectiveness of various instructional approaches in enhancing student information literacy skills and academic performance. Chapter One provides an introduction to the study, outlining the background, problem statement, objectives, limitations, scope, significance, and structure of the thesis. The chapter also defines key terms to establish a common understanding of the concepts under investigation. Chapter Two presents a comprehensive literature review that synthesizes existing research on information literacy instruction and its impact on student learning in academic settings. The review covers ten key areas, including theoretical frameworks, best practices in information literacy instruction, assessment methods, and the relationship between information literacy skills and academic achievement. Chapter Three details the research methodology employed in this study. It includes discussions on research design, data collection methods, sampling techniques, data analysis procedures, ethical considerations, and the validity and reliability of the research findings. The chapter provides a detailed roadmap of how the study was conducted to investigate the impact of information literacy instruction on student learning. Chapter Four presents a detailed analysis and discussion of the findings derived from the study. It explores the impact of information literacy instruction on student learning outcomes, information-seeking behaviors, critical thinking skills, and overall academic performance. The chapter offers insights into the effectiveness of different instructional strategies and their implications for enhancing student information literacy competencies. Chapter Five offers a comprehensive conclusion and summary of the thesis. It synthesizes the key findings from the study, discusses their implications for practice and research, and provides recommendations for educators, librarians, policymakers, and future researchers. The chapter also reflects on the significance of the study in advancing our understanding of the role of information literacy instruction in promoting student learning and academic success. In conclusion, this thesis contributes to the scholarly discourse on information literacy instruction in academic libraries by shedding light on its impact on student learning. By examining the effectiveness of instructional interventions and their implications for student outcomes, this study provides valuable insights that can inform curriculum development, instructional practices, and policy decisions in higher education institutions.

Thesis Overview