The Lasting Value of an Embedded, First-Year, Biology Library Instruction Program

Abstract

Discipline-specific library instruction has been embedded in our first-year general biology laboratory course since 2006. In 2009, about 200 students in advanced biology courses completed a survey that assessed their proficiency at using the library resources. We found that those who took the discipline-specific library instruction were more confident in their library skills, had a more scholarly approach toward biology library research, made better library database choices, and were better able to meet the expectations of their professors. The results also indicate that the first-year skills need to be reviewed and scaffolded in upper-level courses.

Keywords:

• assessment
• biology
• bibliographic instruction
• collaboration
• first-year experience
• information literacy
• library instruction
• surveys
• upper-level students