Date of Award

8-2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Science and Math Education

First Advisor

Dr. Nastassia Jones

Second Advisor

Dr. Christopher Guillory

Third Advisor

Dr. Lynette Jackson

Abstract

In today’s complex information environment, students are entering college underprepared and lacking Information Literacy (IL) skills as they matriculate in STEM disciplines. Some universities have not developed effective systematic approaches for IL instructional programs to aid students in developing necessary 21st century IL skills. Therefore, the purpose of this study was to investigate Information Literacy (IL) instruction and the impact it has on student achievement for students majoring in Science, Technology, Engineering, and Math (STEM) disciplines. This qualitative research followed a transcendental phenomenological approach by documenting and giving voice to the lived experiences of participants at HBCUs in a Southern state. Interviews with librarians, questionnaires prompting responses from STEM faculty and undergraduate v students, along with a student focus group were used to collect data and develop a deeper understanding of the phenomenon of IL instruction in STEM disciplines. Findings, using Moustakas (1994) data analysis method, revealed four themes from responses to research questions: (a) desire to improve academic effectiveness, (b) need for quality instruction and development, (c) willingness to enhance collaboration efforts, and (d) awareness of opportunities to elevate. The results of this study will inform the higher education community including administrations, STEM departments, and libraries, along with accrediting and funding agencies about STEM IL programs at HBCUs.

Comments

Committee Members: Mellieon-Williams, Francesca; Guillory, Christopher; Jackson, Lynette

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