A model of student learning outcomes of information literacy instruction in a business school

  • Serenko A
  • Detlor B
  • Julien H
  • et al.
N/ACitations
Citations of this article
54Readers
Mendeley users who have this article in their library.
Get full text

Abstract

This study presents and tests a research model of the outcomes of information literacy instruction ( ILI ) given to undergraduate business students. This model is based on expectation disconfirmation theory and insights garnered from a recent qualitative investigation of student learning outcomes from ILI given at three business schools. The model was tested through a web survey administered to 372 students. The model represents psychological, behavioral, and benefit outcomes as second‐order molecular constructs. Results from a partial least squares ( PLS ) analysis reveal that expectation disconfirmation influences perceived quality and student satisfaction. These in turn affect student psychological outcomes. Further, psychological outcomes influence student behaviors, which in turn affect benefit outcomes. Based on the study's findings, several recommendations are made.

Cite

CITATION STYLE

APA

Serenko, A., Detlor, B., Julien, H., & Booker, L. D. (2012). A model of student learning outcomes of information literacy instruction in a business school. Journal of the American Society for Information Science and Technology, 63(4), 671–686. https://doi.org/10.1002/asi.22606

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free