Enhancing Information Literacy for Preservice Elementary Teachers: A Case Study from the United States

Margie Ruppel, Sara Winstead Fry, Adil Bentahar

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control participants received no direct information literacy instruction. Data sources included a questionnaire and think-aloud cognitive tasks. Analysis revealed that the one-credit course was insufficient for deepening preservice teachers' information literacy skills, leading to recommendations to enhance and expand instruction and recommendations for future study. Preparing teachers with effective information literacy skills who are also equipped to instruct youth to navigate the challenges of 21st Century information literacy is an important endeavor that requires collaboration and continuous assessment.

Original languageEnglish
Pages (from-to)441-459
Number of pages19
JournalNew Review of Academic Librarianship
Issue number4
StatePublished - Oct 1 2016


  • Academic librarianship
  • credit-bearing instruction
  • information literacy
  • preservice teachers
  • research instruction
  • teacher education
  • Web 2.0 technology

ASJC Scopus subject areas

  • Library and Information Sciences


Dive into the research topics of 'Enhancing Information Literacy for Preservice Elementary Teachers: A Case Study from the United States'. Together they form a unique fingerprint.

Cite this