We will describe the collaborative effort undertaken to better align course learning objectives with the academic skills required of first year students during a redesign of Brenau University's First Year Experience course. As the Academic Director of FYE and the Undergraduate Instruction Librarian, our objectives were threefold: introduce the framework concept of authority as something that is constructed and contextual, incorporate information literacy as an essential component in student learning outcomes, and engage the students through gamification. The library instruction section introduced students to to the importance of evaluating information for context and authority in the midst of a zombie apocalypse. The semester length class required the students to play a historical Reacting to the Past game with scaffolded class assignments incorporating information literacy as a key component and requiring students to access, evaluate, and apply materials curated on a class Libguide. Information literacy was incorporated into class assessment measures as every assignment rubric included a category evaluating student information literacy competencies.
Buckley, P., Doyle, E., & Doyle, S. (2017). Game on! Students’ perceptions of gamified learning. Educational Technology & Society, 20(3). Retrieved from: https://www.j-ets.net/ETS/index.html
Douglas, V.A., & Rabinowitz, C.E. (2016). Examining the relationship between faculty-librarian collaboration and first-year students’ information literacy abilities. College & Research Libraries, 77(2). doi:https://doi.org/10.5860/crl.77.2.144.
Engle, L.S. (2011). Hitching your wagon to the right star: A case study in collaboration. College& Undergraduate Libraries, 18. doi:https://doi/1080/10691316.2011.577682
Johnson, M., Buhler, A.G., & Hillman, C. (2010). The library is undead: Information seeking during the zombie apocalypse. Journal of Library Innovation, 1(2). Retrieved from: https://sites.google.com/site/journaloflibraryinnovation/
Oravet, C.C. (2014). Humans vs. zombies at the library: Gauging the impact of a live action gaming event on students’ library use and perceptions. Journal of Library Innovation, 5(1). Retrieved from: https://sites.google.com/site/journaloflibraryinnovation/
Smith, A.M. (2014). Understanding the relationship between the librarian and the academic. New Review of Academic Librarianship, 20. doi:https://10.1080/13614533.2013.864986
Wainwright, A., & Davidson, C. (2017). Academic libraries and non-academic departments: A survey and case studies on liaising outside the box. Collaborative Librarianship, 9(2). Retrieved from: https://digitalcommons.du.edu/collaborativelibrarianship/
Womack, H.D., Smith, S.S., & Lock, M.B. (2015). Large-scale, live-action gaming events in academic libraries: How and why. College & Research Libraries News, 76(4). doi:https://doi.org/10.5860/crln.76.4.9297
Yevelson-Shorsher, A. & Bronstein, J. (2018). Three perspectives on information literacy in academia: Talking to librarians, faculty, and students. College & Research Libraries, 79(4). Doi:https://10.5860/crl.79.3.535
Young, J. (2016). Can library research be fun? Using games for information literacy instruction in higher education. Georgia Library Quarterly, 53(3). Retrieved from: https://digitalcommons.kennesaw.edu/glq/