Year: 2015
Type: article
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.
Source: portal Libraries and the Academy
Authors: M. Sara Lowe, Char Booth, Sean Stone, Natalie Tagge
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
Funder: Purdue University
OpenAlex ID: W1554433260