Regina Library Information Literacy Program

Mission and Vision | Course-Specific Research Instruction  | Core Curriculum Information Literacy Program  |  Upper Level Information Literacy  |  Assessment and Evaluation  |  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 information effectively and responsibly during their academic years and beyond.   


Course-Specific Research Instruction

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


Call them at

Email them at

Instructional area

Deb Baker

(603) 897-8536

English, Nursing, Public Health, Psychology

 Shana Chartier

(603) 897-8463

Biology, Bio-tech, Education, Human Development, Computer Science, Social Work, Sociology

Alan Witt

(603) 897-8673

Business, Criminal Justice, History, Political Science, Homeland Security, Modern Languages

  • The sessions are always tied to current assignments the students are working on.
  • These should be provided to the instructional librarian in advance by the faculty.
  • Faculty need to be present for each session. 
  • Night sessions should be requested at least a month in advance; day sessions should be requested at least 2 weeks in advance. 
  • For examples of types of library instruction that could be provided please see the library instruction menu (all items can be mixed and matched as needed). 
  • Librarians will 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

  • The Regina Library collaborates with the faculty to provide a cutting edge, nationally recognized program. Its goal is to continually reinforce each individual student's information literacy skills throughout the 3 years of the core curriculum. For more information, see Information Literacy in the Core Curriculum  


Upper Level Information Literacy Program

  • The upper level Information Literacy Program involves junior or senior level courses from throughout the University's academic divisions. The library instruction team presents advanced research demonstrations which may include using subject specific databases, special database features, advanced Boolean search techniques, setting up personal folders within databases, exploring professional websites and more.  Class sessions are aligned to research assignments provided in advance by the faculty.  Subsequently, student papers are evaluated by the faculty using the rubric model, derived from the five ACRL Information Literacy Standards.  At the end of the semester, faculty provide the instruction librarian with student papers accompanied by a completed scoring rubric.  The papers and rubric are scanned and saved for future assessment and accreditation purposes.  The librarian and faculty meet to discuss any revisions that need to be made to future classroom instruction and/or library presentation taking into consideration the final papers and rubric score.


Assessment and Evaluation

  • Instruction Feedback form - The Library Instruction Team strives to improve and adapt its programs in response to student feedback.  After instruction takes place, students complete a Library Instruction assessment . The Library Instruction Team reviews faculty/student evaluations and comments, seeking ways to improve instruction delivery.  The data for all instruction sessions is collated for the annual report.
  • Faculty Feedback form - Please feel free to fill out our Faculty Feedback Form  after any instructional session to let us know what you think.
  • Assessment Committee - 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 prior to completing the undergraduate program. Such a program was recently begun within the upper level Information Literacy Program described above.  
  • FYS Assessment Rubric -The Information Literacy Assessment Rubric  is one way to assess students' symposium presentations based on the three of the ACRL Information Literacy Competency Standards.
  • Student Permission Form - The Student Permission Form  is utilized to track the library's permission to use student research papers for information literacy assessment purposes.


Definitions and Links

Information Literacy as Defined by the Association of College and Research Libraries (ACRL)
Information literacy is a set of abilities enabling individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information"

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 Information Literacy Standards and Performance Outcomes

The Five Standards: Performance Outcomes
1. The information literate student determines the nature and extent of the information needed.

2. The information literate student accesses needed information effectively and efficiently.

3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

4. The information literacy student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.






 Last updated 07/07/2016