This article makes the case for librarians to engage with second-year students as part of the burgeoning movement in higher education to provide dedicated programming and experiences for second-year students. Grounded in development theories and transition theory, the article describes the special needs characteristic of typical second-year students and how librarians can build on the excellent work in first-year programs to collaborate with campus colleagues to further information literacy instruction.
Stored only when both papers are in the corpus — 11 citations exist upstream.
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