Lowe, M. SaraBooth, CharStone, Sean M.Tagge, Natalie2015-12-012015-12-012015-07Lowe, M. Sara, Char Booth, Sean M. Stone, and Natalie Tagge, “Impacting Information Literacy in First Year Seminars: A Rubric-Based Evaluation,” portal: Libraries and the Academy 15, 3 (2015): 489-512.https://hdl.handle.net/1805/7584The authors conducted a rubric assessment of information literacy (IL) skills in research papers across five undergraduate first-year seminar programs to explore the question “What impact does librarian intervention in first-year courses have on IL performance in student work?” Statistical results indicate that students in courses with greater levels of strategic faculty-librarian collaboration performed significantly better in IL outcomes than those in courses with low collaboration. Intensive librarian course support was not necessary to achieve significant learning gains; these tended to occur when librarians provided initial input into syllabus and assignment design, followed by one or two assignment-focused IL workshops.en-USfirst-year seminarInformation LiteracyInformation literacyCollege freshmenAcademic librariansArticle10.1353/pla.2015.0030