Denise Koufogiannakis|Natasha Wiebe
Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-analysis
objective objective review assess library instruction methods effective improving information skills students introductory undergraduate level using cognitive outcomes measuring changes knowledge study sought address following questionsx0d 1 overall state research topicx0d 2 teaching methods effectivex0d x0d methods systematic review methodology used fifteen databases searched relevant articles retrieving 4356 potentially relevant citations titles abstracts reviewed relevance 257 full articles considered indepth using predetermined inclusionexclusion form 122 unique studies met inclusion criteria underwent extensive data extraction critical appraisal process 55 studies met author defined quality criteria provide information effectiveness different teaching methods 16 studies provided sufficient information enable metaanalyses using standardized mean difference undertakenx0d x0d results overwhelming majority studies conducted united states 88 79 studies 65 used experimental quasiexperimental research methods teaching methods used studies varied majority focused traditional methods teaching followed computer assisted instruction selfdirected independent learning studies measured outcomes correlated blooms lower levels learning remember understand apply x0d x0d 16 studies compared traditional instruction instruction 12 found positive outcome metaanalysis data 4 studies agreed positive conclusions favouring traditional instruction 14 studies compared computer assisted instruction traditional instruction 9 showed neutral result metaanalysis 8 studies agreed neutral result 6 studies compared selfdirected independent learning instruction metaanalysis 5 agreed result positive favour selfdirected independent learning x0d x0d conclusions based results metaanalysis sufficient evidence suggest computer assisted instruction effective traditional instruction evidence also suggests traditional instruction selfdirected independent instruction effective instruction additional comparative research needs done across different teaching methods studies comparing active learning computer assisted instruction selfdirected independent learning would greatly enrich research literature studies utilizing appropriate methodologies validated research tools would enrich evidence base contribute growth knowledge effectiveness particular teaching methods