Introduction
Critical thinking skills represent one of the most important competencies for students in higher education. However, many students struggle to develop and apply these abilities effectively. Therefore, academic library critical thinking instruction is uniquely positioned to address these challenges by offering targeted strategies.By offering targeted instruction, they help students navigate increasing volumes of misinformation and conflicting viewpoints (Goodsett & Schmillen, 2022).
Critical thinking as a skill can be defined as "reason- and evidence-based skepticism that habitually challenges both internally- and externally-generated ideas as a means to guide decision-making, problem-solving, and action" (Goodsett & Schmillen, 2022). This definition emphasizes both the evaluative aspects of critical reasoning skills and the metacognitive habits that students need to develop during their academic careers. The importance of critical thinking in education is widely recognized - it is considered one of the primary learning outcomes of higher education and is essential for academic achievement (Bellaera et al., 2021).

Understanding First-Year Student Needs in Critical Thinking Development
First-year students enter college with varying levels of critical reasoning skills and prior experience with critical thinking in education. Moreover, many students arrive with inconsistent preparation from high school, particularly regarding critical thinking skills for students. For example, some may have primarily experienced standardized test-focused education that emphasized memorization over higher-order thinking. As one librarian in their study observed, "Some of [the students] come from schools where it was all 'teach to the test' and they never have to write a paper in high school, which infuriates me" (Goodsett & Schmillen, 2022).
Additionally, first-year students often display what Golden (2023) describes as "black-and-white thinking" or the belief that all opinions are equally valid. This developmental stage presents both challenges and opportunities for developing critical thinking skills for students. First-year students need support in developing several important skills:
- Comfort with ambiguity and complexity in critical reasoning
- Recognition of personal biases and assumptions
- Ability to evaluate multiple perspectives using critical thinking skills
- Development of evidence-based critical reasoning skills
- Metacognitive awareness in critical thinking
- Transfer of critical thinking as a skill across contexts
As Stupple et al. (2017) point out, many students struggle to understand critical thinking in education, lack confidence in applying critical reasoning skills, and are unsure how to develop these important skills for students. This uncertainty makes the role of academic library critical thinking initiatives particularly crucial in supporting first-year undergraduate education. Furthermore, as highlighted by Yevelson-Shorsher and Bronstein (2018), the perceptions of students, faculty, and librarians regarding information literacy skills underscore the additional need for collaborative efforts to enhance these skills.
The Relationship Between Critical Thinking and Information Literacy
The connection between academic library critical thinking efforts and information literacy is complex and debated among practitioners. Based on interview research by Goodsett & Schmillen (2022), on the one hand, some librarians view these concepts as nearly identical,. On the other hand, others see them as distinct but overlapping sets of critical thinking skills for students. When asked about the relationship between critical thinking in education and information literacy, some librarians responded that they're "so related that they're nearly interchangeable," while others saw information literacy as completely consisting of critical reasoning skills, even if some critical thinking skills do not overlap with information literacy.
Golden's (2023) research identifies several key areas where critical thinking as a skill intersects with information literacy instruction:
- Evaluation of Sources
- Assessing credibility and authority through critical reasoning skills
- Identifying bias and perspective using critical thinking skills
- Analyzing evidence quality through academic library critical thinking frameworks
- Research Process
- Developing focused questions using critical thinking skills
- Synthesizing multiple sources through critical reasoning
- Making evidence-based conclusions using critical thinking in education
- Metacognitive Skills
- Reflecting on research strategies as important skills for students
- Recognizing personal biases through critical thinking
- Adjusting approaches based on critical reasoning
Critical Thinking Skills for Students: Key Components
Research has identified several crucial critical thinking skills for students that should be developed through academic library instruction (Bellaera et al., 2021; Golden, 2023):
1. Analytical Skills
- Breaking down complex information using critical reasoning skills
- Identifying patterns and relationships through critical thinking
- Examining evidence quality as important skills for students
2. Evaluative Skills
- Assessing source credibility through critical thinking in education
- Recognizing bias and perspective using critical reasoning skills
- Weighing competing arguments as critical thinking skills
3. Reasoning Skills
- Drawing logical conclusions using critical thinking as a skill
- Making evidence-based inferences through critical reasoning
- Developing sound arguments using academic library critical thinking
4. Metacognitive Skills
- Reflecting on thinking processes through critical reasoning
- Recognizing personal biases using critical thinking skills
- Adjusting strategies based on critical thinking in education
These critical reasoning skills represent some of the most important skills for students to develop during their academic careers, as they transfer across disciplines and support lifelong learning.
Teaching Strategies for Developing Critical Thinking Skills
Several evidence-based strategies emerge from the literature for teaching critical thinking skills through academic library critical thinking instruction:
Active Learning and Discussion
Research shows that dialogue-based activities and active learning are particularly effective for developing critical thinking skills for students (Abrami et al., 2015). Effective approaches for teaching critical thinking as a skill include:
- Small group discussions focused on critical reasoning
- Source evaluation exercises using critical thinking skills
- Peer learning activities promoting critical thinking in education
- Problem-based learning scenarios developing critical reasoning skills
- Online polling and interactive technology supporting critical thinking
- Concept mapping exercises enhancing critical thinking skills for students
Questioning in Critical Thinking Development
Using strategic questioning techniques helps students develop deeper critical reasoning skills. Clair (1994) emphasizes the importance of having students question what they read and develop strategies for challenging scholarly discourse as important skills for students. Academic library critical thinking instruction should include:
- Socratic questioning methods to develop critical thinking skills
- Guided source analysis using critical reasoning skills
- Reflection exercises promoting critical thinking as a skill
- Think-aloud protocols demonstrating critical thinking in education
- Written reflection assignments enhancing critical thinking skills for students

Real-World Applications of Critical Thinking Skills
Connecting critical reasoning skills to authentic problems helps students see the relevance of these abilities. Bellaera et al. (2021) found that exposure to authentic problems was particularly effective in developing critical thinking skills for students. Applications might include:
- Analysis of current news stories using critical thinking skills
- Evaluation of social media claims through critical reasoning
- Investigation of scholarly debates using critical thinking in education
- Examination of real-world research problems as important skills for students
Structured Evaluation Frameworks for Critical Thinking
Golden (2023) describes the importance of providing students with structured frameworks for developing critical thinking as a skill while avoiding oversimplified checklists. Her research suggests effective frameworks for academic library critical thinking should:
- Encourage deep analysis through critical reasoning skills
- Consider multiple perspectives using critical thinking skills
- Account for context in critical thinking in education
- Support evidence-based reasoning as important skills for students
- Promote metacognitive reflection on critical thinking
Challenges in Teaching Critical Thinking Skills
In academic library settings, several significant challenges impact the effective teaching of critical thinking skills. These challenges, identified through multiple studies and practitioner experiences, require careful consideration and strategic approaches to overcome.
Time Constraints
The limited time available in one-shot library sessions presents a significant barrier to developing complex critical reasoning skills through academic library critical thinking instruction. As Goodsett & Schmillen (2022) found in their interviews with academic librarians, this constraint manifests in several ways:
- Traditional one-shot sessions often last only 50-75 minutes
- Faculty expectations often prioritize basic research skills over critical thinking development
- Limited follow-up opportunities prevent reinforcement of skills
- Complex critical thinking concepts require more time than typically allocated
One librarian in their study noted, "Often, we have to choose between teaching basic research skills and developing deeper critical thinking abilities" (Goodsett & Schmillen, 2022). This tension between covering essential skills and developing critical thinking abilities creates a significant pedagogical challenge.
Golden (2023) suggests several strategies for maximizing limited time:
- Flipped classroom approaches to pre-teach basic concepts
- Strategic integration of critical thinking into existing research instruction
- Development of supplementary online resources
- Collaboration with faculty to extend learning beyond the library session

Student Readiness
First-year students arrive with varying levels of preparation in critical thinking skills, creating significant challenges for instruction. Golden's (2023) research identifies several key factors affecting student readiness:
Varying High School Preparation:
- Different educational backgrounds and experiences
- Inconsistent exposure to critical thinking instruction
- Diverse learning styles and preferences
- Range of academic skill levels
Cognitive Development Stages:
- Different levels of epistemological understanding
- Varying comfort with ambiguity
- Different stages of intellectual maturity
- Range of metacognitive abilities
As Golden (2023) emphasizes, these variations should be viewed as natural aspects of student development rather than deficiencies. The challenge for librarians lies in designing instruction that can accommodate this range while still advancing critical thinking skills for all students.
Assessment Difficulties
Measuring the development of critical thinking skills presents unique challenges, particularly in the context of brief library interactions. Stupple et al. (2017) identify several specific assessment challenges:
Measurement Complexities:
- Difficulty isolating library instruction's impact
- Limited time for meaningful assessment
- Challenge of measuring long-term skill development
- Complexity of evaluating metacognitive growth
Their research also highlights challenges in:
- Creating valid assessment instruments
- Gathering meaningful data from brief interactions
- Measuring transfer of skills across contexts
- Evaluating both skills and dispositions
Additionally, Bellaera et al. (2021) note that traditional assessment methods may not adequately capture the full range of critical thinking development, suggesting the need for more innovative assessment approaches.
Faculty Collaboration
Effective instruction in critical thinking requires strong partnerships with faculty, yet establishing and maintaining these relationships presents numerous challenges. Goodsett & Schmillen's (2022) research identifies several key issues:
Institutional Challenges:
- Unclear roles and responsibilities
- Limited communication channels
- Different pedagogical priorities
- Competing demands for class time
Collaboration Barriers:
- Faculty perception of library instruction
- Limited opportunities for planning
- Different understanding of critical thinking
- Varying expectations for student outcomes
Golden (2023) suggests that successful faculty collaboration requires:
- Clear communication of library instruction goals
- Shared understanding of critical thinking outcomes
- Joint planning and assessment strategies
- Ongoing dialogue about student needs
Strategic Approaches to Challenges
To address these challenges effectively, research suggests several strategic approaches.
Integrated Planning:
- Develop scaffold instruction across multiple sessions
- Create blended learning opportunities
- Design flexible assessment methods
- Build sustainable faculty partnerships
Resource Development:
- Create reusable learning objects
- Develop online tutorials and guides
- Design modular instruction units
- Build assessment toolkits
Professional Development:
- Stay current with critical thinking research
- Enhance pedagogical skills
- Develop assessment expertise
- Build collaboration capabilities
Recommendations for Practice
Based on synthesis of the literature, several key recommendations emerge for teaching critical thinking skills to first-year students:
- Help students balance healthy skepticism with openness to new perspectives in developing critical reasoning skills (Goodsett & Schmillen, 2022)
- Encourage metacognitive reflection as an important skill for students through structured activities (Golden, 2023)
- Use active learning strategies that promote deep engagement with critical thinking in education (Bellaera et al., 2021)
- Recognize diverse student preparation levels in critical thinking skills while maintaining high expectations (Stupple et al., 2017)
- Collaborate with faculty to integrate critical thinking as a skill throughout the curriculum (Goodsett & Schmillen, 2022)
- Develop realistic expectations for critical reasoning skills development in library instruction (Golden, 2023)
- Create opportunities for students to practice critical thinking skills in authentic contexts (Bellaera et al., 2021)
- Provide structured frameworks for developing critical thinking skills for students while avoiding oversimplified approaches (Golden, 2023)

Conclusion
Academic library critical thinking instruction represents a crucial opportunity to develop essential skills for student success. While challenges exist in teaching critical thinking as a skill, evidence-based approaches can effectively foster critical reasoning skills among first-year students. Through strategic instruction and faculty collaboration, academic library critical thinking instruction can significantly impact student development of these important skills for students.
The research demonstrates that academic librarians are uniquely positioned to support critical thinking skills for students through information literacy instruction. As Goodsett & Schmillen (2022) conclude, while the theoretical relationship between critical thinking and information literacy continues to be explored, the practical integration of critical thinking in education through library instruction can transform students' analytical and evaluative abilities.
Moving forward, additional research is needed to:
- Further clarify best practices for teaching critical thinking skills
- Develop effective assessment methods for critical reasoning skills
- Identify optimal approaches for integrating critical thinking as a skill across the curriculum
- Explore innovative methods for developing critical thinking skills for students
- Investigate the long-term impact of academic library critical thinking instruction
- Examine the relationship between critical thinking in education and student success
- Assess the effectiveness of different frameworks for teaching critical reasoning skills
Academic libraries have a unique opportunity to shape how students develop and apply critical thinking skills throughout their educational careers. The importance of critical thinking skills for students cannot be overstated in today's complex information landscape. By implementing evidence-based practices and maintaining focus on these important skills for students, academic libraries can help ensure that graduates are equipped with the critical reasoning skills needed for academic, professional, and personal success.
Through thoughtful instruction design and implementation that prioritizes critical thinking as a skill, academic libraries can play a crucial role in fostering these essential abilities. Success requires ongoing commitment to developing critical thinking in education, careful attention to student needs, evidence-based teaching strategies, and sustained collaboration with faculty partners. As the information landscape continues to evolve, the role of academic library critical thinking instruction becomes increasingly vital in preparing students for the challenges ahead.