This page brings together resources used by us over the course of the year as we explored the topic of “Teaching First-Year Students.”  Included in this toolkit are the following:

  • Link to the “Toolkit” web page, developed by Pete.  This was used as a starting point by several classes, and contains links to the instructional videos he created as part of flipped library instruction.
  • The Powerpoint presentation that Jenn and Pete used during the final April Provisions’ program.
  • The Reading List/Bibliography that served as the basis of much of our discussion.

Jenn and I have reflected on our work throughout the fall and spring semesters through our blog posts.  Looking back, the most rewarding aspect of this initiative for me was the opportunity to collaborate with Jenn to plan for ways to improve library instruction.  While research and discussion are important in helping to better understand the strategies that hold promise for improvement, actually implementing those plans was key.  It was challenging and lots of fun!

Thanks to Megan, Steve, and the Provost’s office for their support of our efforts over the past year.

– Jenn Marlow & Pete Koonz


Toolkit web page for library instruction.

Teaching First Year Students Presentation (Powerpoint presentation)

2014-2015: Reading List Bibliography


Bean, John C., and Maryellen Weimer. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. 2 edition. San Francisco: Jossey-Bass, 2011. Print.
Rothstein, Dan, and Luz Santana. Make Just One Change: Teach Students to Ask Their Own Questions. Cambridge, Mass: Harvard Education Press, 2011. Print.


First Year Students 

Corbett, Patrick. “What about the ‘Google Effect’? Improving the Library Research Habits of First-Year Composition Students.” Teaching English in the Two-Year College 37.3 (2010): 265–277. Persistent URL: .


Corr, Katy S.1, et al. “Developing First-Year Students as Scholars.” Council on Undergraduate Research Quarterly 33.4 (2013): 8–15. Persistent URL:


David, Irene, and Jennifer Ann Brown. “Beyond Statistical Methods: Teaching Critical Thinking to First-Year University Students.” International Journal of Mathematical Education in Science and Technology 43.8 (2012): 1057–1065. Persistent URL:


Gill, Betty, Lien Lombardo, and Sharon Short. “Unscrambling the Egg: A Muddled Path to a Holistic, Coherent and Integrated Institution-Wide Approach to First Year Student Transition. A Practice Report.” International Journal of the First Year in Higher Education 4.2 (2013): 97. Persistent URL:


Green, Jen1, “Library Instruction for First-Year Students.” College & Research Libraries News 75.5 (2014): 266–267. Persistent URL:


Head, Alison J. Learning the Ropes: How Freshmen Conduct Course Research Once They Enter College. Rochester, NY: Social Science Research Network, 2013. URL:


Hlavaty, Greg, and Murphy Townsend. “The Library’s New Relevance: Fostering the First-Year Student’s Acquisition, Evaluation, and Integration of Print and Electronic Materials.” Teaching English in the Two-Year College 38.2 (2010): 149–160. Persistent UR:


Laird, Thomas F. Nelson et al. “Deeply Affecting First-Year Students’ Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development.” Journal of Higher Education 85.3 (2014): 402–432. Persistent URL:


Larmar, Stephen, and Jason Lodge. “Making Sense of How I Learn: Metacognitive Capital and the First Year University Student.” International Journal of the First Year in Higher Education 5.1 (2014): 93. Persistent URL:


Levy, Philippa, and Robert Petrulis. “How Do First-Year University Students Experience Inquiry and Research, and What Are the Implications for the Practice of Inquiry-Based Learning?” Studies in Higher Education 37.1 (2012): 85–101. Persistent URL:


Orme, William A. “Information Literacy and First-Year Students.” New Directions for Teaching and Learning 114 (2008): 63–70. Persistent URL:


Soria, Krista M., Jan Fransen, and Shane Nackerud. “Stacks, Serials, Search Engines, and Students’ Success: First-Year Undergraduate Students’ Library Use, Academic Achievement, and Retention.” Journal of Academic Librarianship 40.1 (2014): 84–91. URL:


Information Literacy

“Framework for Information Literacy for Higher Education [Most Current Draft].” URL:


Jacobson, Trudi E., and Thomas P. Mackey. “Proposing a Metaliteracy Model to Redefine Information Literacy.” Communications in Information Literacy 7.2 (2013): 84. Persistent URL:


Orme, William A. “Information Literacy and First-Year Students.” New Directions for Teaching and Learning 114 (2008): 63–70. Persistent URL:


Threshold Concepts/Metacognition

Flavell, John H. “Metacognition and Cognitive Monitoring: A New Area of Cognitive–developmental Inquiry.” American Psychologist 34.10 (1979): 906–911.  Persistent URL:


Gibson, Craig1, and Trudi E.2 Jacobson. “Informing and Extending the Draft ACRL Information Literacy Framework for Higher Education: An Overview and Avenues for Research.” College & Research Libraries May 2014: 250–253. Persistent URL:


Hofer, Amy R., Lori Townsend, and Korey Brunetti. “Troublesome Concepts and Information Literacy: Investigating Threshold Concepts for IL Instruction.” portal: Libraries and the Academy 12.4 (2012): 387–405. Persistent URL:


Meyer, Jan H. F., and Ray Land. “Threshold Concepts and Troublesome Knowledge (2): Epistemological Considerations and a Conceptual Framework for Teaching and Learning.” Higher Education 49.3 (2005): 373–388.  Persistent URL:


Knowledge Transfer

Adkins, Judy. “Metacognition: Designing for Transfer.”


Perkins, David and Gavriel Salomon. “Transfer of Cognitive Skills from Programming: When and How?” Journal of Educational Computing Research. 3.2 (1987).


—. “Teaching for Transfer.” Educational Leadership. 46.1 (1988).


—. “Transfer of Learning.”


—. “Are Cognitive Skills Context-Bound?” Educational Researcher. 18.1 (Jan. – Feb., 1989), pp. 16-25


Writing Instruction

Carter, Michael. “The Idea of Expertise: An Exploration of Cognitive and Social Dimensions of Writing.” CCC. 41.3 (1990): 265-86.


Foertsch, Julie Lynn. “Where Cognitive Psychology Applies: How Theories about Memory and Transfer Can Influence Composition Pedagogy.” Written Communication. 12.3 (1995): 360-83.


Nelms, Gerald and Ronda Leathers Dively. “Perceived Roadblocks to Transferring Knowledge from First-Year Composition to Writing-Intensive Major Courses: A Pilot Study.” Writing Program Administration. 31.1-2. (Fall Winter 2007), 214-240.


Russell, David. “Activity Theory and Its Implications for Writing Instruction.”


Teich, Nathaniel. “Transfer of Writing Skills: Implications of the Theory of Lateral and Vertical Transfer.”


Yancey, Kathleen Blake Reflection in the Writing Classroom. Logan: Utah State UP, 1998

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