Treading water: Results from the longitudinal study of information literacy instruction in Canadian academic libraries, 1995-2017

This article shares results from the latest survey in a 20-year study of information literacy instructional practices across Canadian academic libraries. The online survey was sent to Canadian academic librarians via professional listservs. Respondents face many of the same challenges they have faced for decades, and most have yet to incorporate the Association of College and Research Libraries’s (ACRL) Framework for Information Literacy in Higher Education (IL Framework) into their practice. The results offer insights into librarians’ current instructional approaches, the role of the IL Framework, instructional priorities and aspirations, and barriers and challenges faced by instructional librarians. These data have implications for improving and supporting instructional practice as well as for the education of future librarians.