The effectiveness of project-specific information competence instruction

A faculty member and a librarian collaborated on an information competence workshop designed to enhance the skills necessary to complete a specific class project. Twenty-five students participated in the workshop and reported their skill level and comfort with researching for information at three times: before the workshop, the class session after the workshop, and at the end of the semester when the project was due. Further aspects of information competence instruction and project-specific performance are discussed.