The Attaining Information Literacy Project has focused on identifying
first-year college students with below-proficient information literacy skills, gaining an
understanding of those students’ self-views and perceptions of information literacy, gaining an
understanding of their instructional experi- ences and preferences, and developing an intervention
that will address their instructional needs. Focus groups were conducted with students with
below-proficient skills to determine their instructional preferences. The findings from the focus
groups indicate that students place a high value on personal relevance in the knowledge and skills
they are learning, and they prefer a combination of demonstration and hands-on activities,
interaction with the instructor and other students, and the availability of supplemental
instructional materials in the form of handouts. In addition, they feel that incentives to
participate in instruction are crucial and that a number of communication strategies are needed to
advertise effectively the availability of instructional sessions.
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