Using surveys, interviews, and a rubric-based assessment of student research essays, the St. Mary's College of Maryland Assessment in Action team investigated the relationship between faculty-librarian collaboration in a First Year Seminar (FYS) course and students' demonstrated information literacy (IL) abilities. In gathering information on the experiences, attitudes, and behaviors of faculty, librarians, and first-year students, the project team uncovered additional questions about the integration of IL in the FYS, the ways in which faculty and librarians work towards educational goals, and just what should be expected from students in their first year of college.
It’s that time of the year again. You know, that time when we are chasing down our IPEDS/ACRL numbers for the dreaded annual reports. Even with some helpful changes over the past few years, I continue to have questions about the value of at least some of the information we are all asked to provide. Some important trends can be clearly tracked. Circulation of print/physical materials has been declining steadily overall and continues to do so. Why? Ask a roomful of librarians and you will undoubtedly get many different explanations, and the reasons are a combination of many of those. Expenditures on those print/physical items is also declining in many academic libraries.
The W a y I See I t G ath erin g inform ation: How to g et th ere from h ere B y C elia R a b in o w itz Why m etaphors m atter on the inform ation superhighw ay Celia R abin ow itz is ref eren ce librarian /instruction co ord in ato r a t St. M ary' s College o f M aryland; e -m ail: cerabinow itz@ osprey.sm cm .edu
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