Information literacy instruction for pharmacy students: a pharmacy librarian reflects on a year of teaching




Information Literacy, Pharmacy Students, Librarian, Longitudinal Assessment, Instruction


Librarians have ever-expanding teaching responsibilities in many academic disciplines. Assessment of learning outcomes requires longitudinal evaluation to measure true retention of skills and knowledge. This is especially important in the health sciences, including pharmacy, where librarians take an active role in teaching students to help prepare them for a profession in which solid information literacy skills are required to safely and effectively provide evidence-based care to patients. In this commentary, I reflect on a year of teaching in a pharmacy program and consider the outcomes of my instruction, areas for improvement, student retention of learning, assessment challenges, faculty-librarian collaboration, and continued support for library instruction in the pharmacy curriculum.

Author Biography

Bridget C. Conlogue, Health Sciences Librarian for Pharmacy and Nursing, Nesbitt School of Pharmacy, Wilkes University, Wilkes-Barre, PA

Nesbitt School of Pharmacy, Health Sciences Librarian


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