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Library instruction for high‐risk freshmen Evaluating an enrichment program

Library instruction for high‐risk freshmen Evaluating an enrichment program Purpose – Library instruction is an important component in developmental programs for high‐risk college freshmen. There is little in the literature to describe information literacy programs for these students. Aims to redress this omission. Design/methodology/approach – This article describes a library instruction component that was included in an English department enrichment skills program for university freshmen with low verbal SAT scores. The library component includes instruments used to evaluate library sessions from the viewpoint of both the English department faculty and library faculty. A pre‐session survey was given to students to ascertain their previous experience with using the library. The results of this indicated that library instruction was needed. An assessment quiz given to students at the end of the session evaluated what they had learned. Findings – Two or three library sessions are required to cover the basic skills of library use. In addition, librarians and English professors need to collaborate closely on assignments for the library sessions so that students will have a practical need to focus on the material presented. Originality/value – This article adds to the body of literature on information literacy programs for high‐risk students, an often overlooked group. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

Library instruction for high‐risk freshmen Evaluating an enrichment program

Dona McDermott
Reference Services Review , Volume 33 (4): 20 – Dec 1, 2005
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References (29)

Publisher
Emerald Publishing
Copyright
Copyright © 2005 Emerald Group Publishing Limited. All rights reserved.
ISSN
0090-7324
DOI
10.1108/00907320510631553
Publisher site
See Article on Publisher Site

Abstract

Purpose – Library instruction is an important component in developmental programs for high‐risk college freshmen. There is little in the literature to describe information literacy programs for these students. Aims to redress this omission. Design/methodology/approach – This article describes a library instruction component that was included in an English department enrichment skills program for university freshmen with low verbal SAT scores. The library component includes instruments used to evaluate library sessions from the viewpoint of both the English department faculty and library faculty. A pre‐session survey was given to students to ascertain their previous experience with using the library. The results of this indicated that library instruction was needed. An assessment quiz given to students at the end of the session evaluated what they had learned. Findings – Two or three library sessions are required to cover the basic skills of library use. In addition, librarians and English professors need to collaborate closely on assignments for the library sessions so that students will have a practical need to focus on the material presented. Originality/value – This article adds to the body of literature on information literacy programs for high‐risk students, an often overlooked group.

Journal

Reference Services Review – Emerald Publishing

Published: Dec 1, 2005

Keywords: Library studies; Information management; Students; Academic libraries; Universities; Information services

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