Enhancing Skills, Effecting Change: Evaluating an Intervention for Students with Below-Proficient Information Literacy Skills.

An intervention was developed for first-year community college students with below-proficient information literacy skills for the purpose of helping them gain an understanding of information literacy as a discrete skill set, develop a more accurate view of their own skill levels, and learn at least one skill they could apply in imposed and self-generated information-seeking tasks. Using an experimental design, the researchers conducted a summative evaluation of the intervention through pre- and post-intervention test scores, pre- and post-intervention tests, pre- and post-intervention surveys, post-intervention interviews with participants, and a debriefing with the intervention instructor. This paper focuses of the results of the post-intervention interviews. Those results suggest that students learned at least one skill from the intervention. The results are mixed as to whether they gained a greater understanding of information literacy as a skill set and whether they recalibrated their perceptions of their own information literacy skill levels. [ABSTRACT FROM AUTHOR]