Engaging First-Year Students in Meaningful Library Research
A Practical Guide for Teaching Faculty
- 1st Edition - November 9, 2011
- Latest edition
- Author: Molly Flaspohler
- Language: English
Aimed at teaching professionals working with first-year students at institutions of higher learning, this book provides practical advice and specific strategies for integrating… Read more
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
Teaching faculty who instruct first-year students at institutions of higher education; Members of the academic library profession will also find this text useful as a tool for working with teaching faculty
Dedication
List of figures and table
Foreword
About the author
Introduction
Purpose
Background
Organization
Chapter 1: The Millennials go to the library: or do they?
Abstract:
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
Conclusion
Chapter 2: Information literacy in the context of the first year
Abstract:
Introduction
Attending to novice researchers
Process-centered library research
How can course content and information literacy co-exist?
Conclusion
Chapter 3: Pragmatic pedagogical approaches
Abstract:
Introduction
From the start: advice from librarian colleagues
Creating effective library experiences
The next step: advancing information literacy beyond the first year
One final note
Conclusion
Appendix: resources about integrating information literacy in the undergraduate classroom
References
Index
- Edition: 1
- Latest edition
- Published: November 9, 2011
- Language: English
MF
Molly Flaspohler
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.
Affiliations and expertise
Concordia College, USARead Engaging First-Year Students in Meaningful Library Research on ScienceDirect