Explore the links on the flyer below for more information on all modes of library instruction.
When you're ready to request a class session or online support from a librarian, fill out the Library Instruction Form. The Instruction Librarian will contact you within 24-48 hours to confirm and discuss your needs:
Our goals include:
Teaching students how to navigate the library
Assisting students with the research process using both online and print sources
Developing students' critical thinking skills in selecting and evaluating information
Emphasizing the value of information through academic integrity
Guiding ethical use of information through use of citations and other best practices
Incorporating the ACRL Framework for Information Literacy for Higher Education into learning outcomes for library instruction projects
Librarians are faculty with knowledge and experience of different pedagogical approaches, active learning, backwards design, and classroom management. We relish the opportunity to work with teaching faculty as full partners in the classroom.
Contact the Instruction Librarian to learn more about how we can collaborate with you.
The ideas underpinning the Framework are metacognition and threshold concepts.
Metacognition is thinking and reflecting on your own learning. In the Framework, students are recognized as both content creators and consumers and are encouraged to think about their information behaviors through both lenses.
There are six threshold concepts in the Framework. Libraries, institutions of higher education, and disciplines may determine other threshold concepts that are central to information use in their field.
The six threshold concepts are:
Authority is Constructed and Contextual
Information Has Value
Information Creation as a Process
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
Each concept is defined and described by how novice and expert learners engage with that concept. Each threshold concept includes knowledge practices and dispositions that can be measured by learners who have grasped that concept.
Librarians and faculty can collaborate to create student learning outcomes based on threshold concepts, knowledge practices, and dispositions as a basis for information literacy instruction sessions, active learning activities, and custom learning objects.