An Integrated Approach to Teaching Research in a First-Year Seminar

I n 1996, some major changes at our university opened the door for me to experiment with new ways of conducting library instruction and to shift the emphasis of my contacts with students and teaching. Across campus, faculty were beginning to work in instructional teams. The teams consist of faculty, academic advisors, librarians, and student mentors, who share the responsibilities of planning and delivering courses. Firstyear seminars adopted this approach early. Today, first-year seminars are an integral part of our university's Learning Community program. The purpose of the learning communities, and particularly of the first-year seminar, is to provide an environment that helps new students make the transition to college and succeed academically. A related goal of the program is to increase our student retention rate. Through this approach librarians work with virtually all first-year seminar students. Because these developments have refocused and expanded the roles of instructional librarians in students' learning, I felt more freedom to explore a new approach to library instruction.