Rivier University Libraries Information Literacy Program

Mission and Vision | Course-Specific Research Instruction  | Core Curriculum Information Literacy Program  |  Upper Level Information Literacy  |  Evaluation and Assessment  |  Definitions and Links 

Mission and Vision

  • Our mission is to support Rivier University's curriculum and uphold information literacy standards by introducing students to library services and collections and by teaching information-seeking skills according to the guidelines set by the Association for College and Research Libraries (ACRL) and the New England Association of Schools and Colleges (NEASC).  
  • Our vision is that every Rivier student will be able to seek and use information effectively and responsibly during their academic years and beyond.   

See our faculty handout, The ACRL Framework in Rivier's Information Literacy Program

Visit our resources for Teaching How to Evaluate Information.

Course-Specific Research Instruction

To schedule a library instruction session, faculty may contact the instructional librarian for their discipline: 

Librarian

Call

Email

Instructional areas

Deb Baker

(603) 897-8536 

dbaker@rivier.edu  

Biology, Chemistry, Education, Modern Languages, Nursing, Philosophy, Physics, Public Health, Religious Studies, First and Second Year Core Curriculum Courses

Kati MacFarline 

(603) 897-8536 

kmacfarline@rivier.edu  

Business, Criminal Justice, English, Global Studies, History, Homeland & International Security,
Math & Computer Science, Political Science

Dan Speidel

(603) 897-8673 

dspeidel@rivier.edu  

Psychology, Social Work, Sociology


  • Sessions are available for undergraduate, professional studies and graduate classes, from first-year through doctoral students. 
  • Sessions are always tied to current course assignments, which faculty should provide to the instructional librarian when the session is scheduled.
  • Faculty must be present for each session. 
  • Night sessions should be requested at least a month in advance; day sessions should be requested at least two weeks in advance. 
  • Some examples of skills taught in library instruction include finding library resources, using search strategies, limiting and expanding searches, accessing sources of different types/formats, evaluating sources, and becoming familiar with the best sources for a particular discipline. Instructional librarians collaborate with faculty to plan instruction tailored to their class’s information needs and take into consideration students’ previous library instruction.
  • Librarians create a LibGuide resource page for your class that can be linked to from a Canvas page or found on our website. 

Core Curriculum Information Literacy Program

Rivier University’s instructional librarians collaborate with the faculty to provide a carefully designed information literacy program. The program’s goal is to reinforce and build on each student’s information literacy skills throughout the three-year core curriculum: First-Year Seminar (FYS); Literature, Art, and the Human (LAH), and Junior-Year Seminar (JYS) courses. For more information, see Information Literacy in the Core Curriculum.    

Upper-Level Information Literacy Program

The Upper-Level Information Literacy Program is designed to reach juniors and seniors in their majors’ research courses in each of the university’s academic divisions. Instructional librarians continue to collaborate with faculty to align instruction sessions with research assignments. Students learn advanced research strategies and become familiar with the authoritative sources in their fields. The library instruction team emphasizes the ways that information literacy will benefit students after graduation in advanced academic and professional careers. 

Evaluation and Assessment

  • Evaluation: The library instruction team strives to improve and adapt in response to student and faculty feedback. Every session includes an exercise designed to reinforce learning outcomes, and students also fill out a library instruction feedback form that includes the option to ask questions and request additional assistance from library staff. Faculty also receive a library instruction feedback form to evaluate the collaborative process of planning and providing the session, and are invited to schedule a brief follow-up conversation with the instructional librarian to assess how well students were able to apply the information literacy skills presented in the library instruction session to their class assignment.
  • Assessment: Library management has representation on the university's Assessment Committee. A goal of the committee is to work with administration and divisional chairs to design a program that will assess students' information literacy skills before completing the undergraduate program. 
  • Assessment rubric: The library instruction team, in consultation with faculty, developed an Information Literacy Assessment Rubric that evaluates whether students can seek and use information effectively and responsibly. The instructional librarians assess FYS, LAH and JYS poster presentations, as well as capstone course research papers.
  • Assessment and evaluation data for the information literacy program is collected in the library’s annual report. 

Definitions and Links

Information Literacy for Faculty and Administrators

New England Association of Schools and Colleges (NEASC)
Revised standards (4.12, 4.15) specify that graduates successfully completing an undergraduate program should demonstrate competencies including the capability for continuing learning and the skills of information literacy.   

ACRL Framework for Information Literacy for Higher Education

Authority is Constructed and Contextual

 Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required. Summary: People publish or post information and have varying levels of knowledge and reliability. You choose information sources differently depending on why you need the information.  
Information Creation as a Process
  Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences. Summary: No two people find, write, edit, and share information the same way, even if the process seems the same. 

 Information has value

Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination. Summary: Information is important for different reasons, and the method and cost of providing it and accessing it depends on who produces and distributes it and who needs it, and why.            

Research as Inquiry

Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field. Summary: The basics of searching are often the same no matter what information you need, and the questions that come up as you search may lead you in new directions.   

Scholarship as Conversation

Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations. Summary: People who write, produce, and post information, as well as those who seek it, are part of a give and take about that information.  

Searching as Strategic Exploration

Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops. Summary: As you look for and find information you may end up changing where and how you’re searching, and repeat as you think of new possibilities.

 

 

 

 Last updated 7/24/2017