This paper reports on how one university attempts to instruct all incoming students on information literacy fundamentals using an asynchronous test supported by a suite of related materials. The paper explores how students interpret the efficacy of this model as they move further along in their academic career. Using a mixed-methods approach, with the majority of data being obtained through focus groups, the researchers (librarians employed in the library through which the test is developed), reflect on the advantages and disadvantages to this model, and suggest improvements to further ensure student engagement with this type of information literacy instruction and assessment.

Publication Date

Winter 2-23-2024