Subjects
information literacy; library instruction; academic libraries; help-seeking; assessment; first-year students
Document Type
Research Article
Abstract
This study shows the value of library instruction in the building of first-year students’ information literacy skills and it illustrates librarians as partners in leading student learning outcome assessment. Using research papers from a required first-year course, raters from units across the institution evaluated student information literacy (IL) skill development. Students performed at a “Proficient First Year” level for most information literacy skill areas. The authors found there was a significant correlation between IL skill development and participation in one or more library instruction sessions. For this reason, the authors posit that liaison librarians are in a stronger and more stable collaborative position when they can demonstrate that their work has positive correlations with student learning.
DOI
10.15760/comminfolit.2017.11.2.6
Downloads prior to this publication
112
Persistent Identifier
http://archives.pdx.edu/ds/psu/23226
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Luetkenhaus, H., Hvizdak, E., Johnson, C., & Schiller, N. (2017). Measuring Library Impacts through First Year Course Assessment. Communications in Information Literacy, 11 (2), 339-353. https://doi.org/10.15760/comminfolit.2017.11.2.6