“Seeing” the elephant: Assessing the impact of library-composition program collaboration on first-year student learning

Authors

Erin E. Rinto, University of Nevada, Las VegasFollow

Meeting name

32nd Annual Conference on the First-Year Experience

Meeting location

Orlando, FL

Document Type

Poster

Publication Date

2-2013

Abstract

Though university libraries and composition programs have historically collaborative relationships, these partnerships can take a variety of formats, including single course period library sessions, teaching-the-teachers, and librarian-driven assignment models. A hybrid of these collaborative approaches was implemented Fall 2012 at UNLV in an effort to provide first-year composition students with a more systematic information literacy experience in the required ENG 102 course. A two-pronged assessment method was used to evaluate the impact of the collaboration for both first-year student learning as well as to implement programmatic change.

Keywords

Academic libraries; College freshmen; Information literacy; Library orientation

Disciplines

Curriculum and Instruction | Library and Information Science | Multivariate Analysis

Comments

Presented at: The 32nd Annual Conference Conference on The First-Year Experience, February 23-26, 2013, Rosen Centre Hotel, Orlando, Florida

Attached file: 6 PowerPoint slides

Repository Citation

Rinto, E. E. (2013, February). “Seeing” the elephant: Assessing the impact of library-composition program collaboration on first-year student learning. Presentation at 32nd Annual Conference on the First-Year Experience, Orlando, FL.

Available at: https://digitalscholarship.unlv.edu/libfacpresentation/102