Information Literacy Instruction in the Post-Pandemic University: Lessons from Emergency Remote Teaching

Abstract

The COVID-19 pandemic forced academic libraries to rapidly transition information literacy instruction to fully online modalities, providing an unprecedented natural experiment in the efficacy of remote library instruction. This mixed-methods study draws on survey data from 1,847 students and 312 librarians across 28 institutions, supplemented by analysis of learning management system engagement metrics and pre/post assessment scores. Our findings reveal that synchronous online instruction achieved comparable learning outcomes to in-person sessions for foundational database skills, while asynchronous self-paced modules outperformed both modalities for advanced research methodology instruction. We identify institutional factors including LMS infrastructure maturity, librarian digital competency, and faculty-librarian collaboration that significantly moderate instructional effectiveness. The paper concludes with evidence-based recommendations for hybrid information literacy programs that preserve the gains of emergency remote teaching while restoring the relational dimensions of in-person library instruction.