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

Veronica Arellano Douglas, Celia E. Rabinowitz

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.

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Copyright © 2016 Veronica Arellano Douglas and Celia Rabinowitz, Attribution-NonCommercial-NoDerivatives 4.0 International (http://creativecommons.org/licenses/by-nc-nd/4.0/) CC BY-NC-ND 4.0.


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