Abstract
This poster contributes to this ongoing discourse by elucidating the prominent role academic libraries can play in first-generation student learning and engagement. The author details the process of planning and developing a brand-new credit-bearing library research course to illustrate how tailored information literacy initiatives addressing the learning needs of first-generation students can be a viable solution to the problem of disempowerment in higher education. The poster highlights a practitioner perspective on major aspects of the course implementation, including needs analysis, content creation, assessment techniques to evaluate both student learning and teaching effectiveness in this semester-long course, along with challenges encountered along the way.
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