context for learning both affective and cognitive information literacy skills necessary in an

knowledge and skills required to perform library research in an academic environment. Sectionsof LIS 100 are regularly linked with other courses to create learning communities.

Research Strategies 20 (2006) 204218undergraduate education. 2006 Elsevier Inc. All rights reserved.

1. Introduction

The University of Hawaii at Manoa (UHM) first offered the three-credit course Libraries,Scholarship, and Technology (LIS 100) in fall 1999. Taught by librarians through the university'sLibrary and Information Science program, this undergraduate course provides students with theStudents perceptions on the long-range value of informationliteracy instruction through a learning community

Vickery Kaye Lebbin

University of Hawaii at Manoa Library, 2550 McCarthy Mall, Honolulu, HI 96822, USA

Available online 4 August 2006

Abstract

Whereas academic library participation in learning communities has become visible in recent years,the literature is still lacking research studies providing assessment data. This article offers the firstperspective from students on the value of information literacy instruction through a learningcommunity and the impact that instruction has on academic careers. A qualitative research method offocus group interviews was employed to solicit opinions from students who completed during a three-year period the University of Hawaii at Manoa's (UHM) Libraries, Scholarship, and Technology (LIS100) learning community course. The findings indicate learning communities provide a valuable Fax: +1 808 956 5968.E-mail address: vickery@hawaii.edu.

0734-3310/$ - see front matter 2006 Elsevier Inc. All rights reserved.doi:10.1016/j.resstr.2006.06.001

1.2. Perspectives on LIS 100In 2001, a team of UHM librarians instrumental in the design of LIS 100 received theInnovation in Instruction award from the Instruction Section of the Association of Collegeand Research Libraries. This annual award recognizes and honors librarians who havedeveloped and implemented innovative approaches to instruction at their respectiveinstitutions. The Innovation in Instruction award provides a professional perspective on thesignificance of incorporating information literacy instruction into a learning communityenvironment.

An additional and important point of view missing on the value of offering LIS 100through a learning community is that of the students. There have been numerous techniquesused to assess student learning in LIS 100, including graded assignments, pre- andpostsurveys, and course evaluations, but none of these methods have addressed the dynamicsof a learning community (Hensley & Lebbin, 2002). The research study presented in thisarticle offers the first perspective from students on the value of information literacyinstruction through a learning community and the impact that instruction has on under-graduate education.

2. Key concepts

The two key concepts in this research are information literacy and learning community.Since there are not definitive definitions for either of these terms and they are applied invarying manners in the literature, descriptions of their use in this study are provided.

2.1. Information literacy

Information literacy in this study employs the same definition utilized for the creation of theInformation Literacy Competency Standards for Higher Education. Information Literacy is aset of abilities requiring individuals to recognize when information is needed and have the1.1. University environment

The UHM is the flagship campus of the nine campus UH System. Classified as a CarnegieDoctoral/Research Universities Extensive institution, the UHM has a student enrollment ofapproximately 14,000 undergraduate and 6,000 graduate students. The university's library, amember of the Association of Research Libraries, consists of a collection of over 3 millionvolumes and a staff of 60 librarians and 90 support personnel. Librarians in the publicservices division provide students and faculty with various levels and methods of instructionthat include handbooks, workshops, online tutorials, and the learning community course LIS100.

205V.K. Lebbin / Research Strategies 20 (2006) 204218ability to locate, evaluate, and use effectively the needed information (Association of Collegeand Research Libraries, 2000, p. 2).

3. Literature reviewThis review of literature concentrates on the characteristics of instructional approach andperiod of assessment: specifically, the approach to teaching information literacy through alearning community, and a period of assessment that examines the long-range impact ofinstruction.

3.1. Credit courses

The credit course has been a means for information literacy instruction consistently sincethe mid-1980s (Davidson, 2001). The strength of the credit course is that it enables librariansto teach information literacy concepts and skills in greater depth. Jacobson and Mark (2000)explain the major shortcoming, if students do not immediately apply their informationliteracy skills to a content-based course assignment, they tend not to recognize the relevanceof such skills to other courses (p. 261). Linking an information literacy course with acontent-based course through a learning community has the potential to solve this problem ofde-contextualization (Hensley & Lebbin, 2002).

3.2. Academic libraries and learning communities2.2. Learning community

A general definition of learning community is the purposeful restructuring of curriculum tolink together courses or course work so that students find greater coherence in what they arelearning as well as increased intellectual interaction with faculty and fellow students(Gabelnick, MacGregor, Matthews, & Smith, 1990, p. 5). There are numerous learningcommunity models. LIS 100 has been integrated in a linked course model. This model pairs twocourses together or clusters three courses around a theme. Various courses have been paired andclustered with LIS 100 including: Biology (BIO 171), Composition I (ENG 100), MedicalTechnology (MEDT 151), Music in World Cultures (MUS 107), World Civilization (HIST151), and Sociology (SOC 100).

This study focuses on the sections of LIS 100 taught by the researcher. Each of these sectionswas paired with ENG 100 to create a learning community titledWriting and Researching: TheComplete Process. This learning community was offered through the university's HonorsProgram with a class size limited to 20 students.

The strength of learning communities is their ability to create connections between separatesubjects. In the LIS 100 and ENG100 learning community, connectionswere fostered through acombined schedule linking activities and assignments. The culminating project of the learningcommunity included a research paper for ENG 100 and a research portfolio for LIS 100.

206 V.K. Lebbin / Research Strategies 20 (2006) 204218Whereas learning communities have been used in higher education since the early 1900s,academic library participation has become visible only in recent years. Frank, Beasley, and

Kroll (2001) in a summary article on learning communities commented, the number ofarticles that include the academic library as a key element of the learning community issurprisingly small (p. 1008). The literature that is available is mostly curriculum descriptions.Absent almost entirely are research studies providing assessment data. Pedersen's (2003)recent book, Learning Communities and the Academic Library, highlights two majorassessment studies; however, both these studies focus on learning communities in general, notthe specific contribution of the academic library.

Some assessment information is included in an article summarizing the course Fundamen-tals of Information Literacy offered at California State University, Hayward (Faust, 2001). Thiscourse is part of a first-year learning community cluster that links several courses under ageneral theme. Included in the article with descriptions on the history, planning, andimplementation of the course is a brief section providing an overview of assessment. Theinstructors used pre- and postsurveys to measure the information competence of studentsenrolled in the course. The results indicated a noticeable increase of correct answers. Thisassessment, however, simply focused on student learning and not student perceptions oncontent being delivered as part of a learning community environment.

Matoush (2003) describes a similar assessment method to measure student learning in SanJose State University's Metropolitan University Scholar Experience (MUSE). Her article isessentially an overview of the MUSE learning community with a short section explaining theuse of a pre- and postsurvey. The results of this survey demonstrate improved performancespecifically with search competency and source evaluation. Here again, the focus of theassessment is on student learning per se and not perceptions of information literacy instructionas part of a learning community.

3.3. Long-range effectiveness

How does information literacy instruction impact academic success? This question is one ofthe areas the Research Agenda for Library Instruction and Information Literacy (http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/research/researchagendalibrary.htm)encourages librarians to study. Most assessment is done through graded assignments and classevaluations directly following an information literacy course or session. Generally, there is notan opportunity to evaluate the impact of learning information literacy skills later in a student'sacademic career.

Person (1981) offers one of the few studies that evaluate the long-range effects of aninformation literacy course. His research consisted of mailing a questionnaire to students whohad taken the one-credit course Library as an Information Source from 1974 through 1979.Most of the respondents had taken the course as freshmen and were upper-classmen when theycompleted the questionnaire. The results demonstrated support of his hypothesis thatappreciation of the course would increase over time.

Selegean, Thomas, and Richman (1983) provide another study that evaluates the long-rangeeffect of an information literacy course. The authors measured the impact the two-unit course

207V.K. Lebbin / Research Strategies 20 (2006) 204218Biblio-strategy had on student academic success in terms of grade point average, studentpersistence, and graduation rate. Students who had taken the course from 1975 through 1979

Do students perceive taking LIS 100 as part of a learning community enhanced the learning

group method was selected for two reasons. First, as the first long-range assessment of LIS100, this investigation is designed to be open-ended rather than structured around a

hypothesis. Second, the focal point of this study is student perceptions and opinions. Vaughn,Schumm, and Sinagub (1996) validate this decision by explaining, focus group interviewsare most appropriate for questions related to research that is exploratory or explanatory innature (p. 34).

5.1. Participant selection

Participants were selected through purposive sampling. All students who completed LIS100 sections taught by the researcher from fall 1999 through fall 2002 were identified (sixsections with a total of 74 students). From this initial group of 74 students, those still enrolledof information literacy skills? How have students used the information literacy skills learned in LIS 100 for their collegeeducation?

5. Methodology

This study employs the qualitative research method of focus group interviews. Focus groupinterviews enable researchers to gather data on the opinions, knowledge, perceptions andconcerns of small groups of individuals about a particular topic (Glitz, 1998, p. 1). The focuswere compared with a control group who had not taken the course. The results indicatedsignificant difference between the control group on grade point average and persistence ratebut no significant difference on graduation rate.

A more recent study also presents an evaluation on the long-term effectiveness ofinformation literacy instruction. The focus, however, is on course-integrated instruction ratherthan a semester long course. Geffert and Bruce (1997) surveyed graduating seniors on theircomfort level with various research skills and tools. The authors compared results betweenstudents who indicated they had received course-integrated instruction and students whoindicated they had not. The findings showed that students who had learned a skill or tool in abibliographic instruction session rated their comfort level with that skill or tool higher.

4. Research questions

The objective of this research is to understand student perceptions on (1) learning infor-mation literacy skills through a learning community and (2) the long-range value of thisinstruction to college education. The study centers on the following research questions:

208 V.K. Lebbin / Research Strategies 20 (2006) 204218at the UHM in spring 2003 (54 students) were contacted through electronic mail and invited toparticipate in the research study. A $20 university bookstore gift certificate was offered as an

incentive and gratitude for participation. Twenty-one students agreed to participate. Due toindividual schedule changes and unplanned absences, 17 actually participated. Fig. 1 providesa breakdown of participants by the semester they were enrolled in LIS 100.

Whereas all participants had the same LIS 100 instructor, they did not all have the sameENG 100 instructor. From fall 1999 to fall 2002, there were three different ENG 100instructors who taught in a learning community with a section of LIS 100 taught by theresearcher.

5.2. Conducting the focus group

The focus group interviews were conducted in April 2003. There were a total of threesessions lasting approximately two hours each. Experts suggest conducting three to foursessions; additional sessions become redundant (Glitz, 1998; Vaughn et al., 1996). Participantswere distributed essentially evenly between the three groups with the breakdown per group

209V.K. Lebbin / Research Strategies 20 (2006) 204218consisting of seven, five, and five members. One of two librarians served as session moderator.This pair of librarians had previously taught sections of LIS 100, giving them a uniqueunderstanding of the topic. The researcher whowas the instructor for the LIS 100 sections takenby the focus group participants did not act as moderator and was not present for the interviews.A moderator assistant also attended each focus group session. The assistant helped with theaudio equipment and kept notes especially on nonverbal communication. The assistant was agraduate student in the university's Library and Information Science Program and had alsopreviously taught a section of LIS 100.

The focus group interviews were conducted in a building on campus other than the library.For the convenience of the student participants, the sessions were scheduled for late afternoonand early evening. At each focus group session, the moderator administered agreements ofparticipation, presented a brief overview of the research study, and facilitated discussion fromprepared questions (see Table 1).Fig. 1. Focus group student participation by semester.

arranged into groups of similar theme.6. Findings

The findings reflect the classification of focus group discussions into six topicscorresponding to the questions asked. Topic one centers on the benefits of a learning com-munity linking LIS 100 with ENG 100. Topic two offers perspectives on offering LIS 100 as astandalone course instead of through a learning community. Topic three presents courses thatcould form a successful learning community with LIS 100. Topic four describes what5.3. Data analysis

All of the focus group sessions were tape-recorded. Following the final session, themoderator assistant transcribed the discussion tapes. Before analyzing the data, the researcherreviewed the audiotapes and transcriptions for consistency.

The data analysis included coding and organizing focus group participant comments into sixmajor topics based on the questions asked. Within each major topic, comments were then

Table 1Focus group questions

Question 1: Reflect back to your time and work in the learning community connecting LIS 100 and ENG 100. Whatdid you find valuable about these courses being linked together?

Question 2: Imagine you had taken LIS 100 as a standalone course. How do you feel separating LIS 100 from ENG100 would have impacted your learning of information literacy skills?

Question 3: Describe what other courses you feel would create a valuable learning community with LIS 100?Question 4: Think about the college courses and assignments you have had since completing LIS 100. How haveyou used the information literacy skills learned in LIS 100 for these courses and assignments?

Question 5: Pretend you are counseling a future UH student on LIS 100. What information literacy skills taught inLIS 100 would you highlight as valuable to their future college coursework?

Question 6: When and how do you feel information literacy skills should be taught?

210 V.K. Lebbin / Research Strategies 20 (2006) 204218information literacy skills learned in LIS 100 are utilized in other courses. Topic five detailswhat information skills are valuable to a college education. Finally, topic six explains when andhow information literacy skills should be taught.

6.1. LIS 100 linked with ENG 100

To begin, focus group participants talked about the value of learning communities ingeneral, emphasizing how the structure strengthens student relationships. They noted that bothsmall class size and a select student cluster increases interaction and creates a relaxed learningenvironment. Participants explained that this environment makes it easy to interact and discussprojects.

In regards to linking with ENG 100, participants felt the subject matter of the LIS 100course connected well with the subject matter of the English course. One student commented,The material that we were talking about in LIS corresponded with the material that we were

attributed the meaningful connections between the courses to collaboration between

instructors.

Participants elaborated further on connections by explaining how linking LIS 100 withENG 100 provides a practical application of information literacy skills. One student explained,

It gave me a better grasp because we were actually researching while we were working on the English papers. So, goingthrough both of the processes really helped, instead of just doing one side hypothetically.

Participants also commented on the benefit of applying the information literacy skillsimmediately when the knowledge was fresh in their brains.

Another advantage focus group participants noted on linking LIS 100 with ENG 100 was abetter understanding of the research and writing process. Numerous students highlighted howthe learning community taught them to pace their work, This is when to start researching, andthis is when to start writing. Several further commented how this planning saved them fromstruggling with research at the last minute. Additionally, the learning community providedsome freshmen a needed transition from high school, introducing them to university resear-ching and writing methods.

Finally, focus group participants thought pairing the two courses required freshmen tolearn information literacy skills since ENG 100 is a general education core require-ment. One student elaborated, ENG 100 is one of the first classes you need to take as afreshman.

6.2. LIS 100 as a standalone course

Participants provided a few reasons why LIS 100 would not be successful as a standalonecourse. First, connecting LIS 100 with ENG 100 requires students to enroll in both courses.Many participants explained they enrolled in LIS 100 because of the linkage to ENG 100, arequired course. Participants suggested that incoming students are not aware of LIS 100.Several recommended that this obstacle could be resolved through promotion of the infor-mation literacy course.

The second reason focus group participants suggested keeping LIS 100 part of a learningcommunity is the immediate application of skills. Students explained the ability to immediatelyuse the information literacy skills in a linked course offers practice and increases retention.Additionally, participants claimed immediate application fosters student attentiveness andappreciation in learning the information literacy skills. One student said,

I was apprehensive in taking LIS because I thought maybe I wouldn't even need this. But through the learningcommunity with the English class I realize how it related to the research process and how important it was.

6.3. Courses to link with LIS 100talking about in English, and vice versa. Participants specifically described using researchskills learned in the LIS 100 course for papers in the ENG 100 course. Several students

211V.K. Lebbin / Research Strategies 20 (2006) 204218Focus group participants named several courses that could be linked successfully with LIS100. The courses comprised the following subjects: biology, history, political science, religion,

social work, sociology, speech, and travel industry management. One similarity participantsidentified in each of these courses is a research paper. Several participants went on to suggestthat any course classified as writing intensive would link well with LIS 100. One participantsaid, Any class you have to do a paper for or any kind of research if you use the library forclass then LIS would be a good complement.

Participants also recommended linking LIS 100 with junior seminar courses or coursesrequired within a major. A participant explained, If you are going to go into a field that takes alot of research and you never learned how to use the library you're going to become boggeddown. Finally, some participants said LIS 100 would work with any course as long as theinstructors collaborate and utilize information literacy.

6.4. Information literacy skills used in other courses

Focus group participants indicated using information literacy skills in a variety of courses intheir college careers. The courses included the following subjects: biology, computer science,English, geography, history, oceanography, political science, sociology, and speech. Honorsand writing intensive courses were also mentioned.

Participants highlighted three skills learned in LIS 100 that they utilized for courses andassignments. The first skill was the ability to locate sources for papers and speeches.Participants also mentioned the ease of finding books in the library, searching databases, andnavigating the Internet. One participant explained, I took LIS three years ago, my freshmanyear. From LIS, I learned how to get all my information and then decide what I'm going to use.A second participant said,

You have an easier time in the rest of your years doing things on your own. You don't get stuck writing papers not beingable to find sources, which is a big thing for me especially in my two majors.

Specific to the Internet, participants talked about their knowledge of different searchengines, their understanding of Boolean logic, and their ability to evaluate Web sites.

The second skill participants utilized in other courses and assignments was the ability torecognize scholarly sources. Several participants mentioned instructor requirements to usescholarly material and the confusion it caused among fellow classmates. One participantexplained, They told us we had to get scholarly sources, and all my classmates said, whatscholarly sources, what's that? So, it really helped, because I knew. Participants describedtheir ability to find journal articles and credible information to enrich papers and pre-sentations. Finally, one student shared a personal benefit, Our teachers tell us, It would bebetter if you use scholarly sources. If I hadn't taken LIS, I wouldn't have known about them.As a result my teachers give me comments, good sources. So, I guess it helps me with mygrades.

Citation methods are the third skill area participants applied in other course work. Parti-cipants explained learning the various citation styles and forms for journal, book, and Internetsources helped them with requirements for other course assignments.

212 V.K. Lebbin / Research Strategies 20 (2006) 204218In addition to specific skills areas, participants noted that LIS 100 aided them in other coursessimply through familiarity with the library. Fears of the overwhelming size of the library's

collection compared to high-school resources and the tremendous time required in learningindependently how to utilize the collection were alleviated by taking LIS 100. One participantexplained,

I was real glad that I took it. If I didn't take it I would have had a difficult time trying to figure out how to get information outof the library and trying to figure out what is available especially with the online databases. I don't how long it would havetaken me to pick up everything and learn how to use it.

Participants described how familiarity with the library also helped in courses in whichinstructors require library research but do not explain how to do it. One participant stated,Seems like a lot of people haven't even been in the library here, and a lot of teachers assign youresearch papers but don't take the time to explain, so a lot of people are lost. Anotherparticipant noted this is especially true in large courses,

I found myself more familiar with the library than a lot my peers, simply because I had been exposed to it in LIS. When ateacher wasn't clear, again with such a large class, a lot of people would be hung up and have to wait to ask the teacherquestions. I could go ahead because I was familiar enough with the library that I could figure it out on my own.

Besides the benefit LIS 100 offered for other coursework, participants shared exampleswhere their knowledge enabled them to help others. Several participants provided stories ofhelping family members and fellow students find resources for research papers. Oneparticipant said,

When we were freshmen, we had friends asking us, I have to do this research paper, and I don't know what to do. Iknow I can go look on the Internet, but they said I have to go to the library and I don't know how to do it. Wealready knew how to do it, so we'd explain, you have to go over here, you can ask the librarians, and you can evengo on the Internet.

One participant noted how LIS 100 helped with her on-campus job, I do tours forprospective students from the mainland. When I give them a tour of the library I'm able to letthem know special features that make this library unique.

6.5. Information literacy skills valuable to college education

Focus group participants shared four areas of information literacy skills valuable to a collegeeducation. Area one was online databases. Participants explained student familiarity andproficiency with online databases saves time because of the diverse selection of materialsaccessible remotely. One participant commented,

How to use the library system from home was valuable because I didn't have to come to the library to actually do theonline researching. That was one of the key things I still very much appreciate to this day.

Participants stressed learning a variety of databases, recognizing limits of a single sourceand the value of subject-specific tools. A participant described,

You might become really familiar with one type database and get into the habit of just using that one database forresources. But I think it is nice for students to know that each database only contains a certain amount of journal articles.You are limited in the types of resources you find if you use only one database.

A second participant emphasized,

213V.K. Lebbin / Research Strategies 20 (2006) 204218If you're a history major there are certain databases you want to look at, if you're biology major then the focus is more onbiology. That's pretty useful because it limits the search in a lot of ways. That's something LIS did when I was there.

The Internet was a second skill area participants considered important to college education.Specifically, participants spoke about the ability to effectively search the web and to evaluatethe credibility of web pages. One participant provides the following recommendation to futurestudents,

Pay attention for the discussion on what is real and what is not. A lot of people will use sources like Eddie's Fun Page ofBaseball or something like that. He's probably correct, because Eddie's a real geek and he studies baseball everyday, but it'snot the kind of resource that your teacher is going to say oh, well, they got it there.

A third skill area participants found necessary was the ability to search the online catalog.One participant when describing what is valuable said, Just basic searching, some people justdon't know how to use Voyager. Participants particularly mentioned keyword searching andthe ability to successfully narrow search results. Also noted as useful was the recognition thatthe online catalog is accessible remotely.

Understanding citation methods was a fourth skill area participants deemed useful to acollege career. Participants highlighted learning various citation styles and applying thesestyles to a range of formats. One participant stated,

I think the most beneficial thing for me was when I had to cite books and websites. I didn't really know how to dowebsites and certain forms of citations so it was really helpful for me to receive handouts. I still have them and I've beenusing them for three years.

In addition to the four specific skill areas, participants spoke in general about the necessity ofresearch skills. Participants described writing papers as a challenging aspect of college workand the ability to carry out research as necessary to tackling this task. One participant explained,The hardest part about college, because I'm almost finished, was writing papers. Because Iknew how to use everything it wasn't so hard. Another participant said,

Writing papers was the hardest part. Just being familiar with the library and knowing that if I do need to go out and find abook I could do it. Knowing how to use the system to look for information is really helpful.

Along with a general discussion on research skills, participants spoke about the value ofsimple familiarity with the library. Participants explained how this familiarity builds confidenceand independence. One participant said,

The library can be really intimidating especially for somebody like a freshman coming to this huge school. It was good tojust familiarize myself with everything in there. Just having the confidence to go in the door.

Another participant explained, It's so worth it because I didn't know how to use any of thelibrary resources and I'd always go and ask the librarian and she'd get it done for me, but Iwouldn't be able to figure it out by myself or if I was at home. Finally, one participant offeredthe following guidance about LIS 100 and the library to incoming students, Don't be afraid ofit, see it as something that's going to be really useful to you, especially in the future. Not onlynow, but probably way down the line, too.

6.6. When and how information literacy skills should be taught

214 V.K. Lebbin / Research Strategies 20 (2006) 204218Discussions onwhen information skills should be taught focused on the appropriate time in astudent's college education. Most focus group participants maintained information literacy

I think as a freshman is good because the last thing I would want further in my college career is to say, I wish somebody

would have told me about that class because I need to put this thesis together and I don't even know where to start with myresearch. I can't think of any other class here that can teach you how to do that kind of research.

Participants described how taking LIS 100 provided them a step forward and advantageto their classmates. One participant claimed taking LIS 100 in the freshman year helped her forfour years, instead of two years. Additionally, participants insisted LIS 100 clarified theprocess and requirements of college research. One participant stated, It really helps pace youin the beginning and sets the tone for what's expected in college.

Whereas the majority of participants advocated LIS 100 in the freshman year, severalbelieved a refresher or advanced course would also be valuable. Participants describedresearch-intense, junior seminar courses that could benefit from extra research knowledge.One participant recommended, If they had a second LIS course. Maybe if they had moreinformation on research that would be more focused on upper division research. But I think itshould start out as a freshman.

A few participants felt LIS 100 would be more useful later in the undergraduate career. Oneparticipant explained, I just thought it would be better at the upper division level, becausecoming from my science background, you take all these core classes, so that is when it comestime to do research.

Discussions on how information literacy skills should be taught centered on in personinstruction and active learning exercises. Participants spoke on the benefits of learninginformation literacy skills in a class environment with an instructor. One participant describedthe greater ease and capacity for learning,

You can have a step-by-step instructional paper right in front of you, and it's not the same. When you actually sitthere and see on the big screen with the instructor saying hit this button, type this in you remember it because youare actually doing it, and if you get stuck you can get help right away. You're not sitting there trying to figure it out.

Another student spoke specifically on the value of active learning exercises,

In a lot of courses they'll just teach you the facts and move on and expect you to absorb them. LIS makes you use them sothat you're familiar enough with them you can use them later on.

Participants also noted the classroom's location in the library building enhanced learning.One participant explained,

The course format is good, especially because it is in the library. Because we would get instruction on how you do thisand then the instructor would say now go do this and come back in ten minutes and see what you find out. So you do itright afterwards and it reinforces it right away.

7. Discussionshould be taught early in the undergraduate career. LIS 100 in the freshmen year provides aresearch foundation for future coursework. One participant explained,

215V.K. Lebbin / Research Strategies 20 (2006) 204218Overall, the findings demonstrate that learning communities provide a valuable context forlearning both affective and cognitive information literacy skills necessary in an undergraduate

7.1. Learning communities contextualize information literacyThe findings of this study indicate learning communities offer an important context forinformation literacy instruction. This context provides an immediate application for researchskills with a journey through the entire research process. The information literacy skillsstudents learn in LIS 100 are immediately applied in ENG 100 offering a view of therelationship between research and writing. Learning communities may be the response tocriticisms (Wilder, 2005) that information literacy segregates skills from disciplinaryknowledge by creating separate classes and curricula.

The findings further indicate that an environment that enables students to immediatelyapply their knowledge improves understanding and retention and fosters a basic appreciationof the need for information literacy competency. The benefits found in this study confirmstatements on the importance of learning communities in general such as, Learning com-munities help students forge the connections in their writing, thinking, and knowing,paralleling initiatives that promote writing and thinking across the curriculum (Gabelnick etal., 1990, p. 90).

7.2. Appreciation, comfort, and confidence

The results of this study echo outcomes of long-range studies on stand-alone courses andcourse-integrated instruction. The findings indicate appreciation of LIS 100 increased overtime because of the need for information literacy skills in other college courses. Studentsdiscovered how these skills helped them with research assignments whereas their fellowclassmates struggled. The findings also show that students feel greater comfort andconfidence with library research after taking LIS 100. The size and diversity of a universitylibrary collection can be overwhelming to the first-year student. Familiarity with the librarycollection through LIS 100 assignments and activities reduced student fear and increasedself-confidence.

7.3. Good-enough versus best-quality research

Critics of information literacy contend Google provides the typical freshman with thematerial she finds good enough (Wilder, 2005, p. B13). Steven Bell, director of the library atPhiladelphia University, offers the following response,

Googlizers will tell you that our students will do just fine with results that are good enough. At my institute we aspire tolofty learning outcomes for our students. Our faculty members haven't lowered their standards (Kenny, 2004, p. 45).education. There were no negative or critical comments about the value of the learningcommunity environment.

216 V.K. Lebbin / Research Strategies 20 (2006) 204218The findings of this study reinforce Bell's claim that instructional faculty members have notlowered research standards. Indeed, students attribute higher grades with the ability to locate,

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through credit courses. In J.K. Nims (Ed.), First impressions, lasting impact: Introducing the first-year studentuse, and cite scholarly sourceshabits and skills these students credit to LIS 100. Goodenough appears not to be good enough when students are able to utilize various searchstrategies and critically evaluate results.

8. Conclusion

This study provides a beginning for the assessment of academic library participation inlearning communities. Areas for future research include quantitative measurement of gradepoint average, persistence rate, graduation rate, and student learning; specifically betweenstand-alone information literacy courses and those offered through a learning community.Research is also needed to reveal any bias from the study's sample of honors students, a groupthat may be more motivated than the average university student.

Whereas additional research is necessary, this study does contribute a crucial studentperspective to the literaturea perspective that contends the learning community environmentoffers a valuable context for information literacy instruction and has a positive impact onundergraduate education.

References

Association of College and Research Libraries (2000). Information literacy competency standards for highereducation. Chicago: ACRL. Quoting American Library Association. (1989). Presidential committee on

217V.K. Lebbin / Research Strategies 20 (2006) 204218Matoush, T.L. (2003). Information literacy in a freshman learning community. Academic Exchange Quarterly, 7(3), 7884.

Pedersen, S. (2003). Learning communities and the academic library. National Learning Communities ProjectMonograph Series Olympia, WA: The Evergreen State College, Washington Center for Improving the Quality ofUndergraduate Education in cooperation with the American Association for Higher Education and theAssociation of College and Research Libraries.

Person, R. (1981). Long-term evaluation of bibliographic instruction: Lasting encouragement. College andResearch Libraries, 42, 1925.

Selegean, J.C., Thomas, M.L., & Richman, M.L. (1983). Long-range effectiveness of library use instruction.College and Research Libraries, 44, 476480.

Vaughn, S., Schumm, J.S., & Sinagub, J. (1996). Focus group interviews in education and psychology. ThousandOaks, CA: Sage.

Wilder, S. (2005). Information literacy makes all the wrong assumptions. Chronicle of Higher Education, 51(18),B13.

218 V.K. Lebbin / Research Strategies 20 (2006) 204218

Students perceptions on the long-range value of information literacy instruction through a lear.....IntroductionUniversity environmentPerspectives on LIS 100

Key conceptsInformation literacyLearning community

Literature reviewCredit coursesAcademic libraries and learning communitiesLong-range effectiveness

Research questionsMethodologyParticipant selectionConducting the focus groupData analysis

FindingsLIS 100 linked with ENG 100LIS 100 as a standalone courseCourses to link with LIS 100Information literacy skills used in other coursesInformation literacy skills valuable to college educationWhen and how information literacy skills should be taught

DiscussionLearning communities contextualize information literacyAppreciation, comfort, and confidenceGood-enough versus best-quality research

ConclusionReferences