Thesis Abstract

Abstract
This thesis investigates the impact of information literacy instruction on student learning within the context of Library Science Education. In an increasingly digital age, the ability to effectively navigate, evaluate, and utilize information is critical for students pursuing careers in the library and information science field. This study aims to explore how information literacy instruction influences student learning outcomes, information-seeking behaviors, and critical thinking skills in the context of library science education. The research methodology employed in this study includes a comprehensive literature review to examine existing studies related to information literacy instruction and its effects on student learning. Additionally, a mixed-methods approach is utilized to collect both qualitative and quantitative data from students enrolled in library science programs. The data is analyzed to identify patterns, correlations, and trends related to the impact of information literacy instruction on student learning. The findings of this study reveal that information literacy instruction plays a crucial role in enhancing student learning outcomes in library science education. Students who receive structured information literacy instruction demonstrate improved information-seeking behaviors, critical thinking skills, and overall academic performance. Moreover, the study highlights the importance of integrating information literacy instruction into the curriculum of library science programs to better prepare students for the challenges of the information age. The implications of this research extend to educators, curriculum developers, and policymakers in the field of library science education. By recognizing the significant impact of information literacy instruction on student learning, stakeholders can enhance educational practices, develop more effective instructional strategies, and ultimately better equip students for success in the library and information science profession. In conclusion, this thesis provides valuable insights into the relationship between information literacy instruction and student learning in library science education. By examining the impact of information literacy instruction on student outcomes, this study contributes to the ongoing efforts to improve the quality of education and prepare students for the demands of the information-rich society.

Thesis Overview

The project titled "Exploring the Impact of Information Literacy Instruction on Student Learning in Library Science Education" aims to investigate the influence of information literacy instruction on student learning outcomes within the context of Library Science education. Information literacy is a critical skill that enables individuals to locate, evaluate, and effectively use information in various contexts. In the field of Library Science, where the management and dissemination of information are paramount, understanding the impact of information literacy instruction on student learning is crucial. The study will delve into the current practices of information literacy instruction in Library Science education programs, exploring the methods, tools, and approaches used to teach students how to navigate and utilize information resources. By examining the effectiveness of these instructional strategies, the research seeks to identify the strengths and weaknesses in the existing curriculum and propose enhancements to improve student learning outcomes. Through a combination of qualitative and quantitative research methods, the project will gather data from students, faculty members, and industry professionals to gain comprehensive insights into the impact of information literacy instruction. Surveys, interviews, and observations will be utilized to assess the knowledge, skills, and attitudes of students towards information literacy, as well as the perceptions of educators and practitioners regarding the effectiveness of current instructional practices. The research overview will also explore the theoretical frameworks underpinning information literacy and its relevance to Library Science education. By grounding the study in established theories of information literacy, such as the ACRL Framework for Information Literacy in Higher Education, the project aims to provide a solid theoretical foundation for its findings and recommendations. Overall, the project "Exploring the Impact of Information Literacy Instruction on Student Learning in Library Science Education" seeks to contribute valuable insights to the field of Library Science education by shedding light on the role of information literacy in shaping student learning outcomes. By identifying effective instructional practices and areas for improvement, the research aims to inform curriculum development and teaching strategies that enhance the information literacy skills of students and better prepare them for success in the field of Library Science.