Uncovering the information literacy skills of first-generation and provisionally admitted students Academic Article

abstract

• Librarians have experimented with a variety of instructional models, from one-shots to tutorials to semester-long information literacy courses, to increase the impact of information literacy instruction. This study assessed the information literacy gains of students who participated in the pilot of a new instructional model, in which librarians developed and taught a first-year composition course aimed at first-generation, provisionally-admitted college students. This project demonstrated that this model improved students' performance on a standardized information literacy assessment in comparison with students who received instruction in the form of a one-shot instruction session. The study also explored the information literacy knowledge and skills of students targeted by this approach, including first-year students, first-generation students, and provisionally-admitted students.

authors

• Anders, Kathy
• Graves, Stephanie
• LeMire, Sarah

published proceedings

• JOURNAL OF ACADEMIC LIBRARIANSHIP

altmetric score

• 4.05

author list (cited authors)

• Graves, S. J., LeMire, S., & Anders, K. C.

citation count

• 8

complete list of authors

• Graves, Stephanie J||LeMire, Sarah||Anders, Kathy Christie

publication date

• January 2021

publisher

• Elsevier  Publisher

published in

• Journal of Academic Librarianship  Journal

keywords

• Academic Libraries
• Assessment
• First-generation Students
• Information Literacy

Digital Object Identifier (DOI)

• 10.1016/j.acalib.2020.102260

URI

• https://hdl.handle.net/1969.1/198178

start page

• 102260

end page

• 102260

volume

• 47

issue

• 1

URL

• http://dx.doi.org/10.1016/j.acalib.2020.102260