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Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation

By M. Sara Lowe, Char Booth, Sean M. Stone and Natalie Tagge

Abstract

The authors conducted a rubric assessment of information literacy (IL) skills in research papers across five undergraduate first-year seminar programs to explore the question “What impact does librarian intervention in first-year courses have on IL performance in student work?” Statistical results indicate that students in courses with greater levels of strategic faculty-librarian collaboration performed significantly better in IL outcomes than those in courses with low collaboration. Intensive librarian course support was not necessary to achieve significant learning gains; these tended to occur when librarians provided initial input into syllabus and assignment design, followed by one or two assignment-focused IL workshops

Topics: first-year seminar, Information Literacy, Information literacy, College freshmen, Academic librarians
Publisher: Johns Hopkins University Press
Year: 2015
DOI identifier: 10.1353/pla.2015.0030
OAI identifier: oai:scholarworks.iupui.edu:1805/7584
Provided by: IUPUIScholarWorks

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