An analysis of online syllabi for credit-bearing library skills courses

Abstract

In an effort to develop some sense of the current state of credit-bearing library skills courses at academic libraries, an analysis was conducted of 100 online syllabi for introductory library skills courses at various colleges and universities. These online syllabi were analyzed for subject content and assessment techniques/teaching methods. The "Information Literacy Competency Standards for Higher Education," created by the Association of College and Research Libraries, were utilized as a framework for categorizing and placing into context the subject content of the syllabi analyzed.