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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.

Source

Journal of the American Society for Information Science and Technology. 63(2012) no.4, S.671-686

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Abstract

The overall goal of this study is to explain how information literacy instruction (ILI) influences the adoption of online library resources (OLR) by business students. A theoretical model was developed that integrates research on ILI outcomes and technology adoption. To test this model, a web-based survey, which included both closed and open-ended questions, was administered to 337 business students. Findings indicate that the ILI received by students is beneficial in the initial or early stages of OLR use; however, students quickly reach a saturation point where more instruction contributes little, if anything, to the final outcome, such as reduced OLR anxiety and increased OLR self-efficacy. Rather, it is the independent, continuous use of OLR after receiving initial, formal ILI that creates continued positive effects. Importantly, OLR self-efficacy and anxiety were found to be important antecedents to OLR adoption. OLR anxiety also partially mediates the relationship between self-efficacy and perceived ease of use. Implications for theory and practice are discussed.

Source

Journal of the American Society for Information Science and Technology. 63(2012) no.12, S.2503-2520