Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Location

Room 1005

Abstract

The University of Richmond offers students an array of First Year Seminars to choose from during the fall and spring of their freshman year. All seminars provide opportunities for critical reading and thinking and establish a foundation for effective written and oral communications skills, information literacy, and library research skills. As a common student experience and taught in lieu of a freshman composition sequence, First Year Seminars offer ways for librarians to collaborate with faculty through Library Research Sessions. The overall goals of the FYS Library Research Sessions are to introduce students to fundamental library resources and services, while developing students' sense of critical inquiry in the context of library research.  These collaborations build lasting relationships between librarians and faculty, as they work together to create course--focused LibGuides, using them as a pedagogical tool, while assisting students in ways that help develop their skills as a researcher. As a result, students build their IL skills, gaining an understanding of the benefit of working with librarians during their first year. Fundamental research competencies acquired during their first year will help students identify information resources for course assignments, as well as begin to develop skills for research inquiry within the academic community.  This tiered approach provides students with a foundation to conduct more developed and complex research throughout their General Education and Upper Level courses, as well as meet faculty expectations for research assignments throughout the curriculum.

Presentation Description

This presentation will provide an overview of how LibGuides for FYS are used by librarians in research sessions. The importance of scaffolding information literacy efforts throughout the curriculum and pedagogical implications will be discussed, as well as ways to use LibGuides as teaching tools in FYS classes to engage students.

Session Goals

  • Provide an overview of First Year Seminars at UR

  • Discuss the ways and quantity of LibGuides used at UR

  • Demonstrate the importance of scaffolding Information Literacy efforts throughout the curriculum and outline the pedagogical implications

  • Outline ways to use LibGuides as teaching tools in FYS classes to engage students

Keywords

information literacy, LibGuides, FYS, pedagogy, scaffolding

Publication Type and Release Option

Presentation (Open Access)

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Sep 28th, 10:25 AM Sep 28th, 10:45 AM

LibGuides ~ Ways to Engage Students in First Year Seminars

Room 1005

The University of Richmond offers students an array of First Year Seminars to choose from during the fall and spring of their freshman year. All seminars provide opportunities for critical reading and thinking and establish a foundation for effective written and oral communications skills, information literacy, and library research skills. As a common student experience and taught in lieu of a freshman composition sequence, First Year Seminars offer ways for librarians to collaborate with faculty through Library Research Sessions. The overall goals of the FYS Library Research Sessions are to introduce students to fundamental library resources and services, while developing students' sense of critical inquiry in the context of library research.  These collaborations build lasting relationships between librarians and faculty, as they work together to create course--focused LibGuides, using them as a pedagogical tool, while assisting students in ways that help develop their skills as a researcher. As a result, students build their IL skills, gaining an understanding of the benefit of working with librarians during their first year. Fundamental research competencies acquired during their first year will help students identify information resources for course assignments, as well as begin to develop skills for research inquiry within the academic community.  This tiered approach provides students with a foundation to conduct more developed and complex research throughout their General Education and Upper Level courses, as well as meet faculty expectations for research assignments throughout the curriculum.