Using Critical Race Theory to Inform a Multi‐Session Information Literacy Workshop Series for First‐Year Students of Color

ABSTRACT This research investigates individualized information literacy instruction (ILI) for different student populations in higher education and its impact on engagement and student learning outcomes (SLOs), specifically first‐year students of color. The study is designed as a QUAL+quan convergent mixed‐methods study, and utilizes critical race theory as its theoretical framework, as well as a participatory action research approach. It is designed as a multi‐session IL workshop series delivered outside of the traditional classroom, and is comprised of six one‐hour sessions: an initial focus group, four IL sessions focusing on specific aspects of the research process, and semi‐structured interviews. Data collected through discussions, open‐ended worksheets with rubrics, and pre‐ and post‐surveys are analyzed to measure whether the instructional series impacted SLOs, and is significant as it's the first to specifically address the systemic racial achievement gap coupled with a multi‐session IL workshop series, and can serve as a model for other institutions.