[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598792-105":59,"doc-detail-598792-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","volume-8-issue-2-perspectives-engaging-beyond-the-first-college-year","Volume 8 - Issue 2 - [PERSPECTIVES] Engaging Beyond the First College Year","","This article argues that academic librarians should actively engage second-year students through dedicated programming and experiences. It draws on development theories and transition theory to outline the distinctive needs of typical sophomore students and explains how librarians can extend effective first-year work. The piece highlights the growth of institutions supporting sophomore-focused initiatives, showing why collaboration with campus colleagues is essential for advancing information literacy instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/volume-8-issue-2-perspectives-engaging-beyond-the-first-college-year/598792/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/volume-8-issue-2-perspectives-engaging-beyond-the-first-college-year/598792.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why should librarians engage second-year (sophomore) students?","Question",{"text":112,"@type":113},"Because many colleges are shifting attention to sophomore programs, and librarians can extend the information literacy role from the first-year experience movement by addressing students’ specific second-year needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What theories does the article use to explain sophomore students’ needs?",{"text":117,"@type":113},"It is grounded in development theories and transition theory, including intellectual development models and psychosocial development vectors during college years.",{"name":119,"@type":110,"acceptedAnswer":120},"How can librarians build on first-year information literacy work?",{"text":121,"@type":113},"By collaborating with campus colleagues to create dedicated programming and by encouraging familiarity with student development theories that support learning beyond the first year.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598792,1792164984,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 8, Issue 2, 2014 [PERSPECTIVES]  \nENGAGING BEYOND THE FIRST COLLEGE YEAR  \nExploring the needs of second-year students  \nElizabeth L. Black Ohio State University  \nThis article makes the case for librarians to engage with second-year students as part of the burgeoning movement in higher education to provide dedicated programming and experiences for second-year students. Grounded in development theories and transition theory, the article describes the special needs characteristic of typical secondyear students and how librarians can build on the excellent work in first-year programs to collaborate with campus colleagues to advance information literacy instruction.  \n[PERSPECTIVES EDITED BY KIM LEEDER REED & SARAH E. NORTH]  \nBlack, Engaging Beyond the First College Year Communications in Information Literacy 8(2), 2014  \nINTRODUCTION  \nStrengthened by the foundation of quality work to enrich students’ first year of higher education, colleges and universities are now turning their attention to their sophomore students. There has been a dramatic rise in the development and implementation of programs and initiatives focusing on second-year students. A survey conducted by the National Resource Center for the First-Year Experience and Students in Transition in fall of 2005 found that nearly 130 institutions offered some type of program designed specifically for sophomores, a significant increase over the 40 who reported having such programs in a 2000 survey (Pattengale & Schreiner, 2007) . In 2012, Maggie Heierof University of Washington’s Division of Student Life, wrote a detailed report summarizing the growing movement among their peer institutions. She noted that 83% of University of Washington’s peer institutions offered some kind of dedicated programming for second-year students (Heier, 2012, p. 14) . This burgeoning movement provides excellent opportunities for academic librarians to continue and enhance the critical library role from the first-year experience movement.  \nLibrarians have a strong history of instruction to incoming students, as described by Cindy Pierard and Kathryn Graves (2002) in their survey of outreach to freshmen courses; instruction has taken many forms from tours to credit courses. The first year of college movement, which gained significant momentum with the creation of the National Resource Center for the First-Year Experience and Students in Transition in 1986 ([http://www.sc.edu/fye/](http://www.sc.edu/fye/)[ ](http://www.sc.edu/fye/)[center/history.html](center/history.html)), and the increasing  \ncomplexity of the information environment and the changing role of libraries, inspired a focused attention in libraries on the first year. The Role of the Library in the First College Year, published by both the Association of College & Research Libraries and the National Center for the First-Year Experience & Students in Transition in 2007, and the First-Year Experience and Academic Libraries: A Select, Annotated Bibliography, compiled by the Association of College and Research Libraries (ACRL) First-Year Experience Task Force in 2004, document the excellent work in this area. The annual updating of the bibliography by the ACRL Instruction Section’s Teaching Methods Committee attests to its continued growth and relevance.  \nAs librarians do more and more teaching in the first year, they are finding that the ACRL Information Literacy Standards (2000) are complex and difficult for these students to master in their first year. Anne Fields (2001) notes the mixture of both lower level tasks noted in the standards, such as identify and differentiate, and higher level tasks, such as create, analyze, and synthesize. She goes on to note that even the lower level tasks can be problematic for some students in earlier stages of intellectual development. Rebecca Jackson (2007) is more direct, “The information literacy standards may include many competencies that are beyond the cognitive level of the students l","cbCaicLMLyEdltB1","https://ap.wps.com/l/cbCaicLMLyEdltB1","pdf",421904,"English","# Introduction\n## Student Development Theories","[{\"question\":\"Why should librarians engage second-year (sophomore) students?\",\"answer\":\"Because many colleges are shifting attention to sophomore programs, and librarians can extend the information literacy role from the first-year experience movement by addressing students’ specific second-year needs.\"},{\"question\":\"What theories does the article use to explain sophomore students’ needs?\",\"answer\":\"It is grounded in development theories and transition theory, including intellectual development models and psychosocial development vectors during college years.\"},{\"question\":\"How can librarians build on first-year information literacy work?\",\"answer\":\"By collaborating with campus colleagues to create dedicated programming and by encouraging familiarity with student development theories that support learning beyond the first year.\"}]","Volume 8 - Issue 2 - [PERSPECTIVES] Engaging Beyond the First College Year | PDF",1792087607,25]