Embedding Information Literacy in Multi-Section Composition Courses to Improve First Year Student Success
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 1220A
Proposal
This presentation focuses on the experience of a small, private Catholic university library’s implementation of its information literacy instruction into the classroom. The university is currently engaged in its Quality Enhancement Program (QEP) which centers on preparing first time, first year students to meet the expectations of college level work. In redesigning freshman composition English courses for the QEP, the library was sought out by the English faculty to embed information literacy in the curriculum. The newly redesigned writing assignments now included a research component.
To meet the challenge of teaching information literacy among eighteen sections of the composition course, the library created online tutorials complete with scored activities. The use of online modules addressed the logistical problem of assigning two librarians to eighteen sections as well as providing students an opportunity to review information literacy lessons as many times as needed.
All the library modules were integrated into the syllabus and required to be completed by students. Pre and post-tests administered to students showed Improvement in various information literacy skills.
The goals of this presentation consist of highlighting, 1) how librarians can contribute to the academic preparedness of colleges and universities by embedding into a multi-section first year Composition course; 2) the implementation of online information literacy through the use of technology when resources are at a premium, and 3) improvements among first year remedial students in their information literacy skills.
Short Description
This presentation focuses on the experience of a small, Catholic university library's implementation of its information literacy instruction into freshman English composition courses. The goals of this presentation consists of highlighting 1: how librarians can contribute to the academic preparedness of colleges and universities by embedding into a multi-section first year Composition course; 2: the implementation of online information literacy through the use of technology when resources are at a premium, and 3: improvements among first year remedial students in their information literacy skills.
Keywords
Embedded librarian; assessment; library online tutorials; first year student; faculty collaboration; academic preparedness; student success
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Martinez, Josie U., "Embedding Information Literacy in Multi-Section Composition Courses to Improve First Year Student Success" (2014). Georgia International Conference on Information Literacy. 28.
https://digitalcommons.georgiasouthern.edu/gaintlit/2014/2014/28
Embedding Information Literacy in Multi-Section Composition Courses to Improve First Year Student Success
Room 1220A
This presentation focuses on the experience of a small, private Catholic university library’s implementation of its information literacy instruction into the classroom. The university is currently engaged in its Quality Enhancement Program (QEP) which centers on preparing first time, first year students to meet the expectations of college level work. In redesigning freshman composition English courses for the QEP, the library was sought out by the English faculty to embed information literacy in the curriculum. The newly redesigned writing assignments now included a research component.
To meet the challenge of teaching information literacy among eighteen sections of the composition course, the library created online tutorials complete with scored activities. The use of online modules addressed the logistical problem of assigning two librarians to eighteen sections as well as providing students an opportunity to review information literacy lessons as many times as needed.
All the library modules were integrated into the syllabus and required to be completed by students. Pre and post-tests administered to students showed Improvement in various information literacy skills.
The goals of this presentation consist of highlighting, 1) how librarians can contribute to the academic preparedness of colleges and universities by embedding into a multi-section first year Composition course; 2) the implementation of online information literacy through the use of technology when resources are at a premium, and 3) improvements among first year remedial students in their information literacy skills.