Rivier University Libraries 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 and use 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: 




Instructional area

 Deb Baker 

(603) 897-8536 


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

   Kati MacFarline  

(603) 897-8536 


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

 Dan Speidel 

(603) 897-8673 


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 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.  At the end of the semester, faculty provide the instruction librarian with student papers, which the instruction team scores using a rubric (see Assessment and Evaluation, below).  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.  
  • 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 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 Frameworks

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. 
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.
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. 

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. 
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. 
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. 



 Last updated 12/02/2016