This study sought to understand individualized information literacy instruction for first-year students of color in higher education, and the impact of that instruction on student performance and confidence levels. The study was conducted at a four-year doctoral granting higher education institution and was designed as a QUAL+quan convergent mixed-methods study. It utilized critical race theory (CRT) as its theoretical framework, a participatory action research (PAR) approach for its design, and critical pedagogical practices to tailor the instructional content and delivery. The instruction was designed as a multi-session information literacy workshop series delivered outside of the traditional classroom and was comprised of six one-hour sessions: an initial focus group, four information literacy sessions focusing on specific aspects of the research process, and semi-structured interviews. Data collected through discussions, open-ended activities with rubrics, and pre- and post-series surveys, were analyzed to determine whether the instructional series impacted student learning outcomes. The results showed the series had a positive impact on student performance and their confidence levels pertaining to understanding and applying information literacy concepts. The study is significant as it is the first to specifically utilize CRT and PAR in a multi-session information literacy workshop series for first-year students of color delivered outside of the traditional classroom setting and can serve as a model for other institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]