Abstract Librarians have experimented with a variety of instructional models, from one-shots to tutorials to semester-long information literacy courses, to increase the impact of information literacy instruction. This study assessed the information literacy gains of students who participated in the pilot of a new instructional model, in which librarians developed and taught a first-year composition course aimed at first-generation, provisionally-admitted college students. This project demonstrated that this model improved students' performance on a standardized information literacy assessment in comparison with students who received instruction in the form of a one-shot instruction session. The study also explored the information literacy knowledge and skills of students targeted by this approach, including first-year students, first-generation students, and provisionally-admitted students.

中文翻译：

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揭示第一代和临时录取学生的信息素养技能

摘要 图书馆员尝试了多种教学模式，从一次性到辅导，再到一学期的信息素养课程，以增加信息素养教学的影响。本研究评估了参与新教学模式试点的学生的信息素养提升，在该模式中，图书馆员针对第一代临时录取的大学生开发和教授一年级作文课程。该项目表明，与接受一次性指导课程形式的指导的学生相比，该模型提高了学生在标准化信息素养评估中的表现。该研究还探讨了该方法针对的学生的信息素养知识和技能，包括一年级学生、