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Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation
- portal: Libraries and the Academy
- Johns Hopkins University Press
- Volume 15, Number 3, July 2015
- pp. 489-512
- 10.1353/pla.2015.0030
- Article
- Additional Information
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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.