Abstract
This article reports a longitudinal study of information literacy instruction in Canadian academic libraries, focusing on how instruction is organized, delivered, and evaluated. Results are detailed from a national survey of information literacy instruction, the third in a decade. This research is intended to increase understanding of and to advance that instruction.
| Original language | English |
|---|---|
| Pages (from-to) | 289-313 |
| Number of pages | 25 |
| Journal | Canadian Journal of Information and Library Science |
| Volume | 29 |
| Issue number | 3 |
| State | Published - Sep 2005 |
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