information literacy instruction, critical thinking, service-learning, family services, problem-solving

Document Type

Research Article


It is well demonstrated that service-learning positively impacts a variety of student outcomes. However, methodological limitations have contributed to a lack of clear understanding of the mechanisms through which these effects occur. Additionally, little research has connected information literacy instruction explicitly with outcomes in service-learning courses. The present study used a pre-/post-test design to investigate cognitive outcomes, including critical thinking, using the Problem-Solving Analysis Protocol (P-SAP). Fifty-nine students from an undergraduate family services course participated. Results highlight the importance of library instruction to students’ critical thinking skills and suggest implications for collaborations between discipline faculty and library faculty in service-learning courses.



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Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.