This research program started in 1995 with the first national survey, seeking to understand the information literacy instructional landscape in Canada (Julien & Leckie, 1997). That study found that larger academic libraries were investing in computing technologies that significantly influenced the content and delivery of instruction, but that overall, commitment to instruction was limited. Budgets were tight, and pedagogical investments, such as articulating formal instructional objectives and evaluating the outcomes of instructional efforts, were rare. The focus of much instruction at that point was on general library use, although librarians were starting to shift their emphasis to critical evaluation of information sources and to the research process, and were making moves to individualized, hands-on training.

The second national survey (Julien, 2000) found little change. Teaching objectives, methods, and content had shifted very little in the five years since the first survey. Instructional librarians continued to face numerous challenges, particularly with limited resources and difficult faculty and student attitudes. These findings prompted a study seeking to examine the outcomes of information literacy instruction (Julien & Boon, 2002), which included interview with librarians, library administrators, and faculty members at three case-study sites. Findings focused on limited training for librarians for instructional work and limited resourcing for these efforts. Interviews and testing with students identified outcomes of instruction, including cognitive (increased knowledge), behavioral (e.g., making use of library services and resources; more effective searching skills), and affective (decreased anxiety and increased confidence; greater personal mastery over the information universe). The third national survey was conducted five years following the second (Julien, 2005). The same ongoing challenges were identified: scarce resources, challenging student attitudes, and complicated relationships between librarians and teaching faculty.

An in-depth study of information literacy instruction in public libraries was the next project (Julien & Breu, 2005). That research found that, in general, public libraries did not perceive that they played a key role in helping people to develop information literacy skills. However, they played a significant role in providing access to the hardware required for internet access at a time when such access was less universal than today. Even now, Canadian public libraries play an important role in providing such access, particularly for newcomers, travelers, and the economically marginalized. Public libraries play an important role in developing digital literacy skills, although multiple challenges remain.

Academic libraries were once again surveyed in 2011 (Julien, Tan, & Merillat, 2013), and in 2017 (Polkinghorne & Julien, 2018). Findings suggested that practices and challenges were remarkably consistent with those identified in earlier surveys.

In review, the findings of this set of studies, begun 30 years ago and continuing to the present day, demonstrate the value of concentrated scholarly focus, that has yielded important implications for research as well as practices in the delivery of information (digital) literacy instruction by academic and public libraries in the Canadian context. This research program has also highlighted the value of longitudinal and geographic comparisons.

References

Julien, H. (2000). Information literacy instruction in Canadian academic libraries: Longitudinal trends and international comparisons. College and Research Libraries 61, no. 6 (November), 510-523. DOI:10.5860/crl.61.6.510

Julien, H. (2005). A longitudinal analysis of information literacy instruction in Canadian academic libraries. Canadian Journal of Information and Library Science 29, no. 3, 289-313.

Julien, H., & Boon, S. (2002). From the front line: Information literacy instruction in Canadian academic libraries. Reference Services Review 30(2), 143-9. (Invited) DOI: 10.1108/00907320210428697.

Julien, H., & Breu, R. (2005). Instructional practices in Canadian public libraries. Library & Information Science Research 27, no. 3, 281-301. DOI: 10.1016/j.lisr.2005.04.002

Julien, H., & Leckie, G.J. (1997). Bibliographic instruction trends in Canadian academic libraries. Canadian Journal of Information and Library Science 22, no. 2 (July), 1-15.

Julien, H., Tan, M., & Merillat, S. (2013). Instruction for information literacy in Canadian academic libraries: A longitudinal analysis of aims, methods, and success. Canadian Journal of Information and Library Science 37(2), 81-102. DOI: 10.1353/ils.2013.0007

Polkinghorne, S., & Julien, H. (2018). Treading water: Results from the longitudinal study of information literacy instruction in Canadian academic libraries, 1995-2017. Canadian Journal of Information & Library Sciences 42(1–2), 69–93.