Instruction for information literacy in Canadian academic libraries: A longitudinal analysis of aims, methods, and success

This study reports a survey of information literacy instruction practices in Canadian academic libraries. Results indicate that formal instruction is offered by 89% of respondents, a minority of which articulate formal instructional objectives or work in libraries with full-time instructional librarians. Evaluation is mostly informal. Teaching students to find information is the highest priority of instruction, and database instruction is given the strongest focus. Changes in information technology continue to influence instructional content and delivery. Instructional work receives less support than previously, and complex relationships with teaching faculty continue to challenge librarian instructors. Trends are consistent with national surveys conducted globally.