A biology professor and a science librarian collaborated to develop and embed research‐based library instruction in a new first‐year biology laboratory course. This paper describes the rationale, collaborative process, and the various aspects of the program. Assessment was done through library exercises as well as preinstruction and end‐of‐semester student surveys asking attitudinal and objective‐skills questions. Course professors were also surveyed regarding the value of the program to their students.
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Ferrer‐Vinent et al. (2008) studied this question.
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