FYS @ Richmond
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Library Research Sessions - Information Literacy @ UR
First-Year Seminars (FYS) provide entering students the excitement of engaged learning through a diverse array of seminar topics. With small classes, a variety of topics, and close contact with faculty, First-Year Seminars offer a hands-on introduction to academic inquiry. More than 30 seminar topics cover a wide range of interests, from bioethics and math, to art history and English.
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.
All FYS Seminars have the same five common goals:
- expand and deepen students' understanding of the world and of themselves
- enhance students’ ability to read and think critically
- enhance students’ ability to communicate effectively, in writing, speech, and other appropriate forms
- develop the fundamentals of information literacy and library research
- provide the opportunity for students to work closely with a faculty member
Library Research Instruction (Goal #4):
The librarians at Boatwright Library are committed to providing information literacy and library research instruction for all students. To fulfill this in the first year seminars, students will:
- attend an information literacy/library research session as part of their FYS which will incorporate the research goals listed.
- have incorporated into their FYS, at least one session of information literacy/library research - building on the information covered in the library research session and tied specifically to the subject matter of the course. A few options could be a second library session or an appointment with their personal librarian.
complete at least one assignment in their FYS requiring library and/or research beyond their core texts.
Information Literacy/Library Research Goals and Outcomes for First Year Seminar Library Labs:
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. 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.
Librarians at the University of Richmond use tiered research instruction based on Bloom's Taxonomy of Educational Objectives of lower-and higher-order thinking and competency skills, as well as the research of Kenneth Burke (The Philosophy of Literary Form, 110-111) and Gerald Graff (They Say/I Say), encouraging students to think about research and writing as joining the academic conversation.
Achievement of Outcomes: First Year Students arrive with a range of experiences with library resources, requiring an introduction to academic research strategies and resources, focusing on the unique scholarly collections at the University of Richmond. The library research sessions offer the opportunity to "level the playing field" among first year students and enhance their ability to use basic library information resources. Librarians and FYS faculty work together to plan overall program assessment for Goal #4.