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Hansen\u003Cbr>Central Connecticut State University, [jhansen@ccsu.edu](jhansen@ccsu.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Higher Education Commons, and the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nHansen, J. I. (2022) . As You Like It: Building, Executing, and Assessing an Adaptable Library Instruction Program for First-Year Experience Courses. Communications in Information Literacy, 16 (2), 182–203.  \n[https://doi.org/10.15760/comminfolit.2022.16.2.6](https://doi.org/10.15760/comminfolit.2022.16.2.6)  \nThis open access Innovative Practice is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nAs You Like It: Building, Executing, and Assessing an Adaptable Library Instruction Program for First-Year Experience Courses  \nJoy I. Hansen, Central Connecticut State University  \nAbstract  \nProviding targeted experiences for first-year students both inside and outside the classroom is essential for building connections and creating a foundation for skill development necessary for academic success. Many first-year programs include a standalone course for incoming students or specific content weaved into existing course offerings. Information literacy skill-building holds an important place in these efforts; therefore, instruction librarians are provided additional opportunities to collaborate with faculty and reach students. Depending upon the size of the institution, however, the sheer number of firstyear courses combined with shrinking library staff pose challenges. This Innovative Practices article is one library’s experience with building, executing, and assessing an information literacy program specific to the needs of first-year students in response to these challenges. Offering an array of library resources, collaborating on ideas for instruction delivery, and crafting a more intentional approach to assigning classes are solutions that may be adapted to address scalability and sustainability concerns.  \nKeywords: first-year students, first-year experience, information literacy instruction  \nInnovative Practices  \nedited by Andrea Baer, Carolyn Gamtso, and Merinda McLure  \nHansen, J. I. (2022). As you like it: Building, executing, and assessing an adaptable library instruction program for first-year experience courses. Communications in Information Literacy, 16(2), 182–203.  \nAs You Like It: Building, Executing, and Assessing an Adaptable Library Instruction Program for First-Year Experience Courses  \nSome fifty years ago, in response to student civil unrest, the University of South Carolina introduced University 101, a seminar designed specifically to help students adjust to college life (Roach, 1998). Dr. John N. Gardner served as the program’s faculty director, launching the first-year experience movement. Since that time, with the establishment of the National Resource Center for The First-Year Experience and Students in Transition and its popular annual conference, there have been numerous publications written and courses developed to address the needs of first-year students transitioning to college.  \nBy definition, a first-year experience program is designed to “assist students in their academic and social development and in their transition to college,” ultimately to improve student retention (Hunter & Linder, 2005, p. 275) . The Association of American Colleges & Universities poi","cbCaibcMhWokyBZE","https://ap.wps.com/l/cbCaibcMhWokyBZE","pdf",299008,23,"English","# Abstract\n# Background and Rationale\n## First-year experience movement and high-impact practices\n# Program Design and Collaboration\n## Building adaptable information literacy instruction\n# Implementation and Assessment\n## Piloting and fully implementing the course approach\n# Scalability and Sustainability\n## Resources, delivery collaboration, and assignment strategies","[{\"question\":\"Why do first-year experience programs emphasize information literacy instruction?\",\"answer\":\"Information literacy skill-building supports academic success by helping students evaluate sources, use information ethically and legally, and connect with library resources to meet course goals.\"},{\"question\":\"What challenges does the article identify for libraries supporting first-year experience courses?\",\"answer\":\"Libraries may be under-resourced to respond to expanding first-year programs, and course embedding across disciplines adds complications from differing teaching styles and learning objectives.\"},{\"question\":\"How did instruction librarians at Central Connecticut State University respond to these challenges?\",\"answer\":\"They collaborated with academic faculty to design, pilot, and fully implement a first-year experience course information literacy program, adapting delivery to staffing and disciplinary needs.\"}]","As You Like It - Part 1 - Building, Executing, and Assessing an Adaptable Library Instruction Program for First-Year Experience Courses | PDF",1792088716,58]