Examining the Relationship between Faculty-Librarian Collaboration and First-Year Students’ Information Literacy Abilities

2016/02/29 by Veronica Arellano Douglas, Celia E. Rabinowitz, Celia Rabinowitz
Computer Science · Social Sciences · #Library Science and Administration #Library Science and Information Literacy #Web and Library Services

paper · pdf · doi:10.5860/crl.77.2.144

openalex publication_date 2016/02/29 · crossref created 2016/02/29 · crossref issued 2016/03/01 · crossref published 2016/03/01 · crossref published-online 2016/03/01 · crossref deposited 2017/06/21 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29

Abstract

Using surveys, interviews, and a rubric-based assessment of student research essays, the St. Mary’s College of Maryland Assessment in Action team investigated the relationship between faculty-librarian collaboration in a First Year Seminar (FYS) course and students’ demonstrated information literacy (IL) abilities. In gathering information on the experiences, attitudes, and behaviors of faculty, librarians, and first-year students, the project team uncovered additional questions about the integration of IL in the FYS, the ways in which faculty and librarians work towards educational goals, and just what should be expected from students in their first year of college.

Related

• Flip This Class: Maximizing Student Learning in Information Literacy Skills in the Composition Classroom through Instructor and Librarian Collaboration
• Finding a New Fit for Student Success: Librarians as Agents of Teaching Innovation and Institutional Change
• The Role of the Academic Library in Promoting Student Engagement in Learning
• The Impact of Library Instruction on Undergraduate Student Success: A Four-Year Study
• Staff Perspectives on the Role of Public Libraries in Facilitating College Literacy