scholarly journals Book Review of Flaspohler, M. R. (2012). Engaging first-year students in meaningful library research: A practical guide for teaching faculty. Oxford: Chandos Publishing.

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Dina Koutsomichali
Keyword(s):  
First Year ◽  
First Year Students ◽  
Practical Guide ◽  
Library Research ◽  
Teaching Faculty

scholarly journals Book Review: Planning Academic Library Orientations: Case Studies from Around the World

2019 ◽  
Vol 58 (4) ◽  
pp. 259
Author(s):  
Holly Luetkenhaus
Keyword(s):  
College Students ◽  
Case Studies ◽  
Academic Library ◽  
First Year ◽  
Orientation Program ◽  
First Year Students ◽  
Online Tutorials ◽  
The World ◽  
The Many

For those engaging with first-year students and planning first-year programs in academic libraries, the library orientation is a key part of the work we do. “Library orientation” is often a catch-all term that is used to describe many types of library activities aimed at new college students, including in-class sessions, tours, online tutorials, and more. For a librarian revising an existing orientation program or starting from scratch, the possibilities are almost limitless, and it can be daunting to weed through the many options and settle on one that works for your library, your institution, and your students.

scholarly journals Book Review: The First-Year Experience Cookbook

2017 ◽  
Vol 57 (2) ◽  
pp. 146
Author(s):  
Kyndra Valencia
Keyword(s):  
Lesson Plans ◽  
First Year Experience ◽  
First Year ◽  
Library Instruction ◽  
First Year Students ◽  
Essential Component ◽  
Wide Range ◽  
Staffing Requirements ◽  
Busy Schedule

In any university library, the first-year experience is an essential component of capturing students’ interest and engagement from the very beginning and of publicizing what the library offers them. However, it is always a struggle to determine how exactly to capture freshmen’s attention and disseminate information about the library’s various resources. Coming up with fresh, relevant ideas on top of an already busy schedule is enough to stress almost any librarian. Pun and Houlihan’s book attempts to alleviate this stress by presenting a “cookbook” of ideas, activities, and lesson plans that librarians across the nation have found effective in engaging first-year students, giving library staff a wealth of options to consider, duplicate, or alter according to their own needs. The book itself is divided into four sections—orientations, library instruction, programs, and assessment. Each section’s activities and lesson plans are detailed and well described, offering excellent variety as well as suggestions for accommodating a wide range of program sizes, budget constraints, and time and staffing requirements. Many of the included projects also feature photographs of the activities or reproducible versions of handouts, increasing the ease of replicability for interested librarians.

scholarly journals Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

2015 ◽  
Vol 10 (2) ◽  
pp. 45 ◽  
Author(s):  
Ann Elizabeth Donahue
Keyword(s):  
Program Evaluation ◽  
Information Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Literacy Skill ◽  
First Year ◽  
First Year Students ◽  
Library Research ◽  
Information Literacy Skills ◽  
The Impact

Abstract Objective – The aim was to measure the impact of a peer-to-peer model on information literacy skill-building among first-year students at a small commuter college in the United States. The University of New Hampshire (UNH) is the state’s flagship public university and UNH Manchester is one of its seven colleges. This study contributed to a program evaluation of the Research Mentor Program at UNH Manchester whereby peer writing tutors are trained in basic library research skills to support first-year students throughout the research and writing process. Methods – The methodology employed a locally developed pre-test/post-test instrument with fixed-choice and open-ended questions to measure students’ knowledge of the library research process. Anonymized data was collected using an online survey with SurveyMonkey™ software. A rubric was developed to score the responses to open-ended questions. Results – The study indicated a positive progression toward increased learning for the three information literacy skills targeted: 1) using library resources correctly, 2) building effective search strategies, and 3) evaluating sources appropriately. Students scored higher in the fixed-choice questions than the open-ended ones, demonstrating their ability to more effectively identify the applicable information literacy skill than use the language of information literacy to describe their own research behavior. Conclusions – The assessment methodology used was an assortment of low-key, locally-developed instruments that provided timely data to measure students understanding of concepts taught and to apply those concepts correctly. Although the conclusions are not generalizable to other institutions, the findings were a valuable component of an ongoing program evaluation. Further assessment measuring student performance would strengthen the conclusions attained in this study.

scholarly journals 24. Developing Effective Guidelines for Faculty Teaching First-Year University Students

2011 ◽  
Vol 3 ◽  
pp. 146 ◽  
Author(s):  
Irene Carter ◽  
Donald Leslie ◽  
Donald Leslie ◽  
Sarah Moore ◽  
Sarah Moore
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
First Year ◽  
Campus Community ◽  
First Year Students ◽  
Faculty Teaching ◽  
Teaching Faculty ◽  
University Level ◽  
The University ◽  
First Year University

First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and maximize inclusion of first-year students. The principles and teaching methods of Universal Instructional Design are learner-centred and have shown to improve academic achievement and benefit the campus community. Thus, it is suggested that the principles of this method be applied uniformly across university-level instruction.

scholarly journals Questioning CRAAP

2021 ◽  
Vol 21 (3) ◽  
Author(s):  
M. Sara Lowe ◽  
Katharine V. Macy ◽  
Emily Murphy ◽  
Justin Kani
Keyword(s):  
College Students ◽  
Student Performance ◽  
Time Course ◽  
Instructional Practice ◽  
Evaluation Methods ◽  
First Year ◽  
First Year Students ◽  
Source Evaluation ◽  
Library Research ◽  
Improve Student Performance

Librarians and instructors see college students struggle with evaluating information and wonder how to best teach source evaluation in a one-time course integrated library research session to ensure understanding and improve student performance. This research compared multiple sections of first-year students over two semesters taught two evaluation methods: the CRAAP method, and the six journalistic question words. Results indicate that students taught to evaluate information using the six question words produced better end-of-semester papers. Results of the pre-, post-, and end-of-semester quizzes were less conclusive, but do highlight some of the challenges first-year students face when determining credibility. Results have the potential to inform instructional practice.

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