Engaging First-Year Students in Meaningful Library Research. Chandos Information Professional Series
- ID: 2719586
- November 2011
- 198 Pages
- Elsevier Science and Technology
Aimed at teaching professionals working with first-year students at institutions of higher learning, this book provides practical advice and specific strategies for integrating contemporary information literacy competencies into courses intended for novice researchers. The book has two main goals - to discuss the necessity and value of incorporating information literacy into first-year curricula; and to provide a variety of practical, targeted strategies for doing so. The author will introduce and encourage teaching that follows a process-driven, constructivist framework as a way of engaging first-year students in library work that is interesting, meaningful and disciplinarily relevant.
- Provides helpful advice and guidance for seamlessly integrating library research competencies into first-year courses
- Offers practical models and real life examples of successful student-centered, course-based library research assignments
- Is written by an academic librarian with nearly 20 years of experience in the field
List of figures and table
About the author
Chapter 1: The Millennials go to the library: or do they?
Introducing the Millennials
Characteristics of this new generation
What is information literacy and do contemporary undergraduates really need it?
Attitudinal shifts: addressing truculence in the faculty lounge
Chapter 2: Information literacy in the context of the first year
Attending to novice researchers
Process-centered library research
How can course content and information literacy co-exist?
Chapter 3: Pragmatic pedagogical approaches
From the start: advice from librarian colleagues
Creating effective library experiences
The next step: advancing information literacy beyond the first year
One final note
Appendix: resources about integrating information literacy in the undergraduate classroom
Molly R. Flaspohler is Special Projects Librarian at Concordia College, Moorhead, Minnesota where she has worked for 19 years. She has published and presented on a range of library issues including program assessment, information literacy in first-year composition courses, and librarian sabbatical leave trends.