Systematically Assessing Student Use of Canvas-Embedded Asynchronous Information Literacy Modules in Georgetown’s Master of Professional Studies Programs

Abstract

Abstract Academic libraries increasingly offer information literacy instruction online. This mixed methods study, innovatively focused on graduate professional studies students, confirms that the provision of asynchronous modules represents an effective and scalable method in this regard. When Georgetown’s SCS librarians embedded their faculty-endorsed modules in courses’ Canvas, the majority of students engaged with the modules in the order and scope planned for by the librarians, reported building key information literacy competencies, and were generally satisfied with the modules’ content and design. They also perceived the modules as a valuable solo instructional resource, pointing to their viability to achieve budgetary and staffing efficiencies.