In the past, the library scavenger hunt was thought of as a well-respected and effective method of library or information literacy instruction; however, the scavenger hunt’s glory days are over. Indeed, many academic librarians decry these hunts, often assigned by general education teaching faculty, as a waste of time or worse as a “turn off” for students from the library (Kearns 2006, Miller 2009). These despised scavenger hunts require students to wander around the library recording colors of books, asking inane questions to library staff, and using outdated or often unavailable resources. But are librarians ready to cast off the library scavenger hunt as an ineffective teaching method?

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