First-Year and First-Gen: Assessing the Information Literacy Skills of First-Year, First-Generation College Students

Abstract

As higher education continues to focus its attention on first-generation college students, academic libraries are increasingly interested in designing outreach and instruction programs to support these students, especially during their first year of college. This study informs these efforts by implementing a standardized test to assess the information literacy skills of first-year, first-generation college students. Study results reveal that first-year, first-generation college students demonstrate substantial information literacy skills. However, gaps remain in comparison with first-year, continuing-generation students, particularly in understanding the research process and scholarly communication.