Information Literacy Programs

|Course-Specific Research Instruction | First Year SeminarUpper Level Information Literacy | Drop-in Sessions | Assessment and Evaluation 

To schedule library instruction, faculty may:

Course-Specific Research Instruction

Faculty outreach takes place on a regular basis soliciting library instruction sessions for students in courses across the curriculum. Once the faculty member requests a session they are contacted by the instruction liaison for that discipline. The librarian collaborates with the instructor on the creation of the library session, LibGuides, and or the research assignment as necessary. The sessions are always geared to class assignments provided in advance by the faculty. The audience may include undergraduate, graduate, or doctoral students. 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). 

First Year Seminar Information Literacy Program

A comprehensive Information Literacy component for first year students was implemented in the 2013-2014 academic year. All students receive basic library training and building/collections orientation during Convocation Day, in addition to an information literacy quiz to assess their skills as an incoming first year student.  FYS Writing classes will meet in the library during a pre-scheduled time (weeks 2-4) for library instruction, and FYS Religion will also meet in the library during a pre-scheduled time (weeks 5-7) for library instruction with a different assignment. As part of the FYS curriculum, students engage in specific types of research in order to enhance their work. All FYS faculty must collaborate with a librarian in the creation of their research assignments.  

The FYS Religion assignment focuses on online and print reference works such encyclopedias and dictionaries as well as the evaluation of web-based materials. FYS Religion seminars engage students in the use of encyclopedic and dictionary sources in order to help develop contextual, background, and definitional knowledge of key concepts and ideas. Students will learn to use both print and online encyclopedic and dictionary sources, and understand the strengths and weaknesses of various print and online sources. 

The FYS Writing assignment focuses on the Opposing Viewpoints, Newspaper Source, etc., research databases while reinforcing more advanced search skills (Boolean search strategies). Every FYS Writing instructor introduces students to information search strategies, providing them with a set of evaluated tasks that contribute to a developing essay.  In Project 1, the shared goal is to help students determine search terms in order to find sources for general background information and context for use in their introductions.  For Project 2, the focus will be on the discovery of opposing/differing voices.  All faculty will collaborate with a librarian on an assessed information literacy session during either Week 5 or 6, related to Project 2.  Ideally, the task will reinforce search strategies and skills introduced in Project 1, and expand student awareness and use of additional databases.    


Upper Level Information Literacy Program

The upper level Information Literacy Program involves a 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. 


Drop-in Sessions

The library instruction team schedules evening and weekend drop-in sessions in the library electronic classroom.  Drop-ins are open to the university community although non-traditional students are a target audience.  The drop-in presentation is geared to audience requests and may include database and catalog searching, how to find scholarly peer reviewed materials, critically evaluating resources, using ebooks and more.      


Assessment and Evaluation

    Instruction Feedback form- The Library Instruction Team strives to improve and adapt its programs in response to student and faculty feedback.  After instruction takes place, faculty and students complete a Library Instruction Feedback form. 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. 

    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.  

    Upper Level Assessment Rubric-The Information Literacy Level 2 Assessment Rubric is one way that faculty can assess students’ research papers based on the five ACRL Information Literacy Competency Standards.  


    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 so that the library has permission to use student research papers for information literacy assessment purposes. 


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Updated 03/04/2014