Cook, J.M. (2014). A library credit course and student success rates: A longitudinal study. College and Research Libraries, 75(3), 272-283. doi:10.5860/crl12-424
In a longitudinal study spanning twelve years, Cooke (2014) studied the impact of a credit information literacy course and found that students who took the course had significantly higher graduation rates than those who did not. Although there are limitations of the study related to the population used for the sample (full-time, first-time students), the findings remain notable given the scale of the study; approximately fifteen thousand students were in the sample.
Coulter, P., Clarke, S., & Scamman, C. (2007). Course grade as a measure of the effectiveness of one-shot information literacy instruction. Public Services Quarterly, 3(1-2),147-163. doi: 10.1300/J295v03n01_08
Coulter, Clarke, and Scamman (2007) studied the impact of library instruction on course end grades for four different courses by comparing sections that received library instruction and those that did not. No clear correlation was found between library instruction and course end grade. The authors of this study note limitations of course end grade as an effective measure of the impact of library instruction given the variation in grading and teaching practice and the lack of a control group.
Hsieh, M.L., & Holden, H. A. (2010). The effectiveness of a university's single-session information literacy instruction. Reference Services Review, 38(3), 458-473. doi:http://dx.doi.org/10.1108/00907321011070937
Using a pre- and post-assessment in a general education class over three semesters, Hsieh and Holden (2010) found a consistent improvement in scores on a multiple choice and T/F instrument before and after a single session. Additionally, a survey indicated that students found value in the information literacy instruction and overall were satisfied with the experience. Hsieh and Holden conclude that the one-shot session has its place in overall information literacy instruction practice and that further research may include the ideal number of sessions to move toward information competency.
Landis, J.R., & Koch, G.G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. doi:10.2307/2529310
Landis and Koch (1977) proposed a Kappa statistic-based method for measuring interrater variability. Their standard was used in the Pierce College study.
Rinto, E.E., & Cogbill-Seiders, E.I. (2015). Library instruction and themed composition courses: An investigation of factors that impact student learning. The Journal of Academic Librarianship, 41(1), 14-20. doi:10.1016/j.acalib.2014.11.010
Rinto and Cogbill-Seiders (2015) assessed the impact of a one-shot session on topic selection/development and critically evaluating sources for an English composition course in a first year writing program. Their study suggests that the one-shot session has a significant impact on student performance on the annotated bibliography assignment and is correlated with higher scores with specific information literacy skills. Another interesting finding is that themes for composition courses is worth exploring, in terms of its positive impact on student work. This additional context could further contextualize library instruction.
Wong, S.H.R., & Cmor, D. (2011). Measuring association between library instruction and graduation GPA. College and Research Libraries, 72(5), 464-473. doi:10.5860/crl-151
Wong and Cmor (2011) studied the long term impact of library instruction on a large sample of graduates' cumulative GPAs over a six-year period. Their study suggests that as the number of library sessions increases, there was a higher chance of a positive correlation between cumulative GPA and library sessions. When three or four library sessions were offered in a program, library instruction was more likely to have a positive impact on student GPA. A sample group of students who attended five sessions were the only group to demonstrate a positive impact on GPA and "strong" association.