Interdisciplinary, active-learning First-Year Seminars increase students’ processing skills (e.g., reading critically, conducting independent research) (Murray & Summerlee, 2007) and long-term grade-point averages (Summerlee & Murray, 2010). This interactive session will explore the association between students’ processing skills and use of different research resources. A total of 1256 students enrolled in a First-Year Seminar between Fall 2011 and Winter 2014 completed anonymous paper-and-pen questionnaires at semester end to assess their frequency of using different research resources and level of processing skills. More frequent use of scholarly articles was associated with greater skills conducting independent research, reading critically, using a variety of resources, and using the library. Students who less frequently relied on their instructor or teaching assistants reported better collaboration skills and comfort with independent research. Students who less frequently used the Internet as a research resource reported greater skills using the library and a variety of sources. Students less skilled at using a variety of sources more commonly used Wikipedia. This session will allow participants to engage in a discussion with each other and the presenters on how to foster students’ collaboration and critical reading skills along with savvy navigation of library systems as a means to increase the quality of students’ research resource reliance. This session is particularly relevant to instructors, librarians, and others working with first-year students, but may also be of interest to those focused on improving research skills and resource use for students at all levels.
