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Information literacy instruction is of value to the educational process and is an important contributor to the academic library’s efforts to communicate its value. Similarly, Science, Technology, Engineering and Mathematics (STEM) is an important contributor to development. Recognizing the value in information literacy instruction and STEM, the University of the West Indies Mona, Science Branch Library delivers embedded STEM information literacy instruction to students. An assessment of this is instructive on many levels; consequently, this paper seeks to determine undergraduates’ perception of (a) the curriculum delivered and the extent to which it provided the opportunity to learn new information and skills and (b) the facilitators’ performance. A self-reported measure (survey) was used to capture these perceptions. A direct testing measure (test) was administered to add value to students’ reported perception. This paper reveals students have a positive perception of the facilitators’ performance, the STEM information literacy instruction curriculum and the opportunities it provided for learning new information and skills. The findings also provide recommendations for improvement. The paper does not seek to measure the effectiveness of STEM information literacy instruction nor does it seek to measure whether learning has occurred. This paper is of value as assessment provides useful information for monitoring the effectiveness of what is being taught, how it is being delivered, for improving performance and providing benchmarking. Given STEM’s and information literacy instruction’s importance to higher education, its assessment can direct the success of future sessions and ultimately impact the quality of higher education. Additionally, given STEM is a bourgeoning concept in Jamaica and that the resultant literature on STEM in Jamaica is in a developing stage, any documented work on STEM-related activities has value and this paper is the first of its kind in Jamaica.
