Evidence-based instruction integration: a syllabus analysis project

Abstract

Purpose

The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum.

Design/methodology/approach

A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measures: the per cent agreement method and Krippendorff’s alpha.

Findings

The results revealed strategic opportunities for scalable, curriculum-integrated instruction in the School of Business: a group of 28 courses that could be targeted for in-depth instruction, and eight courses whose outcomes could be met through more tailored instruction focused on information access skills.

Originality/value

The reported research study provides a method for evaluating holistic information literacy outcomes in course syllabi, an improvement on prior syllabus analysis projects. Additionally, the reliability of the data means that the study design may be replicated in a variety of institutional contexts.

Citation

Boss, K. and Drabinski, E. (2014), "Evidence-based instruction integration: a syllabus analysis project", Reference Services Review, Vol. 42 No. 2, pp. 263-276. https://doi.org/10.1108/RSR-07-2013-0038