academic libraries; second-year students; psychological development; transition; instruction
This article makes the case for librarians to engage with second-year students as part of the burgeoning movement in higher education to provide dedicated programming and experiences for second-year students. Grounded in development theories and transition theory, the article describes the special needs characteristic of typical second-year students and how librarians can build on the excellent work in first-year programs to collaborate with campus colleagues to further information literacy instruction.
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Black, E. L. (2014). Engaging Beyond the First College Year: Exploring the Needs of Second-year Students. Communications in Information Literacy, 8 (2), 170-179. https://doi.org/10.15760/comminfolit.2014.8.2.170