I nformation L iteracy and the F irst -Y ear S tudent E xperience – C ampus C ollaborations Kate Rattenborg Instructional Services Librarian Luther College April 21, 2006

Search generation…… "My guess is about 300 years until computers are as good as, say, your local reference library in doing search," says Craig Silverstein. "But we can make slow and steady progress, and maybe one day we'll get there."

First-year Student Transitions Physical Academic Social

Recent Chronicle Articles Bearfoot, Betsy. “Bridging the Chasm: First- Year Students and the Library”. The Chronicle of Higher Education. Jan. 20, 2006 vol. 52 issue 20, p.B16-B16 Special issue on School and College. Section B, March 10,

“Bridging the Chasm”: First-Year Students and the Library ‘Nuts & Bolts’ recommendations for library involvement Include library as stop on campus tour Involve librarians in campus discussions of FY programs Involve librarians in delivery of FY programs SHARE article

The Chronicle: Survey “ What Professors and Teachers Think” Students’ preparation for college-level demands: Research skills

The Chronicle: Survey “ What Professors and Teachers Think” Students’ preparation for college-level demands: Writing skills

"Knowing in part may make a fine tale, but wisdom comes from seeing the whole." Do we have a FYE Program?

Common 1 st Year Experiences Advising – June registration Summer reading August orientation First-year halls Common course (2 semester) J-term First-year seminars (2007/2008) Wellness course

Luther ….what it could be Intentional coordination Seamless focus on learning … increased student understanding of the curriculum … enable students to ‘map out’ to achieve their goals Sustained relationship with advisor/mentor Programs that meet special needs of first generation and other categories of higher-risk students

a person must be able to recognize when information is needed and to have the ability to locate, evaluate, and use effectively the needed information. — American Library Association Presidential Committee on Information Literacy To be information literate …

Commitment to Research Good writing, speaking, and research are the currency of academic life, and so instruction and practice in them ought to be the work of every instructor at Luther, in both general and major requirements.

Paideia I Common course for all first-year students Focused on one or more questions that confront us as learners and as citizens. Committed to developing students’ abilities as critical readers, writers, informed speakers, and researchers.

Paideia Themes Sense of Place Critical thinking Sense of Identity

Librarian Involvement in Paideia Faculty – teaching Paideia discussion section Planning – member of Writing Committee Liaison – librarian liaison with discussion sections Instruction – spring research unit

Instructional Strategies Overview/orientation to library resources and services Teaching at point-of-need Fall ‘mini-research’ unit Integrating information literacy throughout Paideia Spring research unit ‘Worksheets’ embedded into Writing Guide

Standard One – Know The information literate student … determines the nature and extent of the information needed.

Worksheet #1 Getting started Background reading on preliminary topic The information literate student … …defines and articulates the need for information

Grandmother’s Trunk – Historical Research Social history Legal history Military history Intellectual history e.g. history of ideas Cultural history e.g. history of arts and letters Environmental history Political history

Standard Two – Access The information literate student … accesses needed information effectively and efficiently.

Worksheet #2 Developing search strategies Keeping a research log The information literate student… …constructs and implements effectively-designed search strategies

Search strategies/Sources Primary vs secondary sources Scholarly articles EBSCOhost at least 85% have available through statewide access Full-text vs print

evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. Standard Three – Evaluate The information literate student …

Worksheet #3 & 4 Using online resources with intelligence Evaluating sources The information literate student … …identifies a variety of types and formats of potential sources for information …evaluates information and its sources critically

Standard Four – Use The information literate student … uses information effectively to accomplish a specific purpose.

understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. Standard Five – Ethics The information literate student …

Worksheet #5 Responsible research Avoiding plagiarism by taking accurate notes The information literate student … …demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own

Worksheet #8 Progress report on research The information literate student… …revises the development process for the product or performance

Effectiveness of Model Are the worksheets effective? Alternatives Supplements Are the instructional sessions effective?

First-year J-term seminars Intentional seminar size Focus on independent learning and research Opportunities for librarians

First-Year Student Advising Three-year pilot program Advising workshops “Connecting points” with advisees throughout year Student peer mentors Assessment and evaluation

Transitions beyond 1 st Year Ability to transfer what is learned to discipline-based courses Definition of research changes Focused effort on building on learning

Additional Collaborative Opportunities General studies courses Writing Study skills Writing center => writing tutors Student support services Tutoring Technology help desk

Take it to the Next Level

Questions? Comments… Discussion