Effectiveness of Constructing Information Literacy via Credited Information Literacy Program

The aim of this study is to assess the effectiveness of credited information literacy program of constructing information literacy knowledge. The author took qualitative research approach with case study strategy. Document analysis, observing and interviewing students were applied for data collection. Content analysis strategy was taken to reveal the meaning of information literacy knowledge acquiring process. The results showed that credited information literacy program did bring positive influence on constructing knowledge in information retrieval and use. Both learning outcome and anonymous post-class survey provide evidence that supports the effectiveness of credited program, including the instructor had better understanding about students' performance and the students also found it would be easier to interact with the instructor.