CHAPTER 1 A First-Year Seminar with Information Literacy at Its Center Sarah M. Ralston Introduction First-year seminars focused on improving academic success experi- enced a resurgence on college campuses in the 1970s and 1980s (Barefoot 2004). According to the 2017 National Survey on First Year Experiences, 78.1 percent of four-year institutions surveyed offered a first-year seminar (Young 2018). Several studies have found a relationship between first-year seminars and student persistence (Jenkins-Guarnieri et al. 2015 Pittend- righ et al. 2016), and their contributions to first-year to second-year reten- tion have been well documented in the literature of first-year experiences and student retention in higher education (Young and Keup 2016). First- year seminars are often the first high-impact practice that students encounter in their college experiences. Information literacy is one of the elements that make up the best first-year programs, according to George D. Kuh of the Association of American Colleges & Universities (2008), yet it is one of the less frequent institutional objectives cited in the 2017 sur- vey. Only 40.6 percent of participating institutions listed information lit- eracy as an objective. The most stated objective is academic success
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