Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation
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ERIC Institute of Education Sciences
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| Main Authors: | , , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2015
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| _version_ | 1867181695207211008 |
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| author | Lowe, M. Sara Booth, Char Stone, Sean Tagge, Natalie |
| author_facet | Lowe, M. Sara Booth, Char Stone, Sean Tagge, Natalie Lowe, M. Sara Booth, Char Stone, Sean Tagge, Natalie |
| collection | Education Resources Information Center |
| contents | Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation Lowe, M. Sara Booth, Char Stone, Sean Tagge, Natalie Information Literacy First Year Seminars Scoring Rubrics Statistical Analysis Librarian Teacher Cooperation College Faculty Librarians Academic Libraries Research Papers (Students) College Freshmen Instructional Effectiveness Library Instruction 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. |
| format | Recurso educativo Open Access |
| id | eric_EJ1069755 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2015 |
| record_format | eric |
| spellingShingle | Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation Lowe, M. Sara Booth, Char Stone, Sean Tagge, Natalie Information Literacy First Year Seminars Scoring Rubrics Statistical Analysis Librarian Teacher Cooperation College Faculty Librarians Academic Libraries Research Papers (Students) College Freshmen Instructional Effectiveness Library Instruction Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation Lowe, M. Sara Booth, Char Stone, Sean Tagge, Natalie Information Literacy First Year Seminars Scoring Rubrics Statistical Analysis Librarian Teacher Cooperation College Faculty Librarians Academic Libraries Research Papers (Students) College Freshmen Instructional Effectiveness Library Instruction 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. |
| title | Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation |
| topic | Information Literacy First Year Seminars Scoring Rubrics Statistical Analysis Librarian Teacher Cooperation College Faculty Librarians Academic Libraries Research Papers (Students) College Freshmen Instructional Effectiveness Library Instruction |
| url | https://eric.ed.gov/?id=EJ1069755 |