The Role of the Library in the First Year of College (review)

Abstract

Reviewed by: The Role of the Library in the First Year of College Kristen Bullard The Role of the Library in the First Year of College, ed. Larry Hardesty . University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition: Columbia, SC, 2007. 269p. $40.00 (ISBN 978188927155) Librarians and teaching faculty who work with first-year college students face a series of questions: What information literacy (IL) skills do our students need to be successful in college and throughout life? What is the best way to integrate these concepts into the curriculum? What specific programs or courses on campus provide logical starting points for teaching these skills? What are the best methods for delivery? How can we facilitate the connection between IL concepts learned in the first year with the skills needed for the rest of college and throughout life after college? This book is aptly named because it comprehensively addresses these and many more questions about the first-year experience (FYE). This collection bridges the narrowing gap between IL and the FYE. Although it includes many tried-and-true methods, it also reaches beyond traditional thinking about how the library plays a role in first-year student life. Contributions to this volume are organized into four sections: "Foundations," "Initiatives," "Connections," and "Campus Case Studies." These categories guide the reader from an overview of IL and first-year initiatives to a vision of combined partnership of these two movements, thereby bridging these two important and interconnected areas of practice and scholarship and articulating [End Page 500] and furthering connections that have been developed in the literature for the past decade. The section entitled "Foundations" includes the first three chapters. They summarize the IL movement, define the importance of librarians in the development of engagement, and provide a glimpse into how first-year students use their time. Chapter 2 is noteworthy for its thorough explanation and analysis of the importance of the academic librarian in the process of developing engagement with the first-year student. The authors describe two key features of engagement as student-driven and institution-driven, with the nature and frequency of engagement, as well as the presence of collaborative learning pedagogies, being crucial to student success. The chapter explains the importance of academic libraries and librarians for providing spaces and experiences that develop engagement. It goes on to survey several methods for library involvement in promoting engagement. The second section outlines, analyzes, and provides examples of methods, models, programming, and planning that focus on connecting the library and IL to the first-year student. The recommendations derived from each study are helpful and clearly articulate practical ways to improve IL integration on any campus. The massive California State University (CSU) System's comprehensive IL initiative provides a unique opportunity to compare a variety of approaches in many different school settings and to learn what makes them successful. The united mission of the CSU system is a remarkable example that provides a wealth of ideas for other institutions and systems. Chapter 7 examines library positions with a focus on first-year initiatives and makes recommendations for any institution interested in developing this type of position. The initiatives presented in chapter 9 exemplify how librarians can facilitate first-year student engagement, including integrating IL into co-curricular activities as well as making library spaces more conducive to co-curricular groups. Increased library involvement in this way creates an opportunity to engage the students when they are most interested and receptive to IL concepts. This approach also serves to demonstrate to students the broader lifelong applications of IL skills and concepts and provides an accessible way to start learning about the library. Section 3, "Connections," unites many themes from the previous sections. A comprehensive guide to assessment of first-year IL programming includes answers to the questions of why and what to assess. The qualities of effective assessment and practical suggestions for developing a plan of assessment are helpful for many programs. The assessment discussion continues with the topic of student retention statistics and ways that IL programs can make a difference. The final chapter examines the merging direction of IL and the FYE...