Abstract

High impact learning in higher education is commonly understood as course assignments and projects show to benefit students and increase student retention. In addition, high impact learning has also been shown to result from pedagogy and information literacy learning outcomes that serve to positively change students’ behaviors in the areas of health, civic engagement, and personal finance. In this session, six categories relevant to high impact library instruction will be shared and discussed: everyday life information skills; information-related practices that cross contexts; holistic instructional practices and pedagogies; critical community engagement; searching and selection of resources; and information literacy learning outcomes that address students’ personal challenges and prepare them for quality of life.

Keywords: high impact learning, information literacy, instructional librarian, library instruction

How to Cite:

Dow, M. J. & Hovious, A. S., (2024) “Resilient Practices in High Impact Information Literacy Learning: What and How to Teach”, Kansas Library Association College and University Libraries Section Proceedings 1(2024). doi: https://doi.org/10.4148/2160-942X.1092