An English professor and an instruction librarian at the University of New Hampshire at Manchester felt that the college's new English Capstone course for majors provided a unique opportunity to assess the information literacy skill levels of graduating English majors. They therefore engaged in a three-year study to evaluate the IL competency of these students, to gauge their perceptions of library instruction provided during the Capstone course and throughout their academic careers, and to determine students' confidence and self-efficacy with respect to these skills. The researchers sought to determine the ways in which the IL program for English majors effectively met established IL goals and to identify areas for improvement.

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The Journal of Academic Librarianship



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This is an Author’s Original Manuscript of an article published by Elsevier in The Journal of Academic Librarianship in 2017, available online: This manuscript version is made available under the CC-BY-NC-ND 4.0 license