Lo, Szu chia ScarlettSzu chia ScarlettLo2019-05-012019-05-012015-01-01978161499483109226389https://scholars.lib.ntu.edu.tw/handle/123456789/406091International Computer Symposium, ICS 2014; Taichung; Taiwan; 12 December 2014 到 14 December 2014© 2015 The authors and IOS Press. All rights reserved. The aim of this study is to assess the effectiveness of credited information literacy program of constructing information literacy knowledge. The author took qualitative research approach with case study strategy. Document analysis, observing and interviewing students were applied for data collection. Content analysis strategy was taken to reveal the meaning of information literacy knowledge acquiring process. The results showed that credited information literacy program did bring positive influence on constructing knowledge in information retrieval and use. Both learning outcome and anonymous post-class survey provide evidence that supports the effectiveness of credited program, including the instructor had better understanding about students' performance and the students also found it would be easier to interact with the instructor.enCredited Information Literacy Program | Information Literacy Competencies[SDGs]SDG4book part10.3233/978-1-61499-484-8-6802-s2.0-84926444213https://api.elsevier.com/content/abstract/scopus_id/84926444213