Information Literacy Instruction Requests

Librarians provide classroom instruction on strategies and resources designed to improve students' information research skills. Faculty may request one or more instruction sessions, tailored for a specific course assignment. It is best practice for library instruction to be course-related and linked to a specific course assignment. Sessions may be scheduled in AL 243, the Library classroom, or in other classrooms on campus depending on availability.

Request an instruction session(s) by contacting your department liaison librarian or by completing the Information Literacy Instruction Request form, linked above. Groups not assigned a liaison may also contact Michael Coffta, Coordinator of Library Instruction, 570-389-4124. Please allow two weeks for scheduling and preparation.

Information Literacy For...

How can faculty integrate the teaching of information literacy into their programs and courses? Following are some ideas from Andruss Library web sites, documents, and external sites of possible interest.

Of course, an excellent way is to contact your liaison librarian and have a conversation about information literacy learning and how to incorporate information literacy learning outcomes into your courses or programs. Liaison librarians are library faculty with unique subject expertise, and they welcome the opportunity to collaborate with subject faculty to help students successfully complete class assignments and develop research skills. Talk to a librarian about ways in which they can help you and your students. You can use this form to schedule an appointment with a librarian or contact them directly.

Practical resources answering many of students' questions about identifying, finding, evaluating, and using information effectively. Students are also encouraged to contact the librarian for their discipline for help with their information search process.

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Examples

Traditionally, the term paper or research paper has been the most often used method of evaluating whether or not students can successfully apply information-seeking skills, but there are many alternatives to term papers that are just as (if not more) effective. The following list includes links to websites or articles that discuss alternatives to term papers for developing students' information literacy skills. Contact your library liaison for help or suggestions in designing assignments to develop students' information use skills.

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Teaching Journals

Many disciplinary journals publish ideas for teaching information literacy/critical thinking skills. Explore some that are available from Andruss Library, listed by broad subject area on the tabs below. Contact your liaison with others that should be on this list.

Many disciplinary journals publish ideas for teaching information literacy/critical thinking skills. Explore some that are available from Andruss Library, listed by broad subject area on the tabs below. Contact your liaison with others that should be on this list.

Many disciplinary journals publish ideas for teaching information literacy/critical thinking skills. Explore some that are available from Andruss Library, listed by broad subject area on the tabs below. Contact your liaison with others that should be on this list.

Many disciplinary journals publish ideas for teaching information literacy/critical thinking skills. Explore some that are available from Andruss Library, listed by broad subject area on the tabs below. Contact your liaison with others that should be on this list.

Many disciplinary journals publish ideas for teaching information literacy/critical thinking skills. Explore some that are available from Andruss Library, listed by broad subject area on the tabs below. Contact your liaison with others that should be on this list.

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Information Literacy Rubrics & Curriculum Map

Further Reading

  • Bennett, S., & Maton, K. (2010). Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students' technology experiences. Journal of Computer Assisted Learning 26( 5), 321-331, doi: 10.1111/j.1365-2729.2010.00360.x
  • Freeman, E., & Lynd-Balta, E. (2010). Developing information literacy skills early in an undergraduate curriculum. College Teaching, 58(3), 109-115,doi: 10.1080/87567550903521272
  • McGuinness, C. (2006). What faculty think: Exploring the barriers to information literacy development in undergraduate education. Journal of Academic Librarianship 32(6): 573-582, doi: 10.1016/j.acalib.2006.06.002

What is Information Literacy?

The new Framework for Information Literacy for Higher Education defines information literacy as “the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” (http://www.ala.org/acrl/standards/ilframework)

At Bloomsburg University, information literacy is taught within the disciplines. It is also one of the ten BU General Education goals: Goal 2. Information Literacy - Find, evaluate, and ethically use information using appropriate technology.

Information literacy in practice requires:

  • competence in using information technology
  • understanding how information is created, published, organized, and accessed
  • being able to frame questions using subject-appropriate terms
  • applying appropriate criteria to evaluate and select relevant and authoritative sources
  • using information to create new knowledge, crediting others’ intellectual property in discipline-appropriate reference styles

So how “information literate” are BU students?

The short answer is -- about as information literate as students at many other institutions are. Data from the NSSE Special Topic Module on Information Literacy shows both BU freshmen and seniors are average in their information literacy competencies. 

Project Information Literacy, a large-scale nationwide research study of undergraduate information-seeking strategies and research practices, found that students experienced difficulty with research when defining a topic, narrowing it, and filtering irrelevant results.

Not surprisingly, PIL found in their follow-up studies that “students lacked the research acumen for framing an inquiry in the digital age where information abounds and intellectual discovery was paradoxically overwhelming for them.”  The full report may be read here. The following video provides an overview of PIL.

Information Literacy at Andruss Library

The goals of the Andruss Library Outcomes Assessment & Information Literacy Committee are three:

  •  To align the Library's educational mission with the institutional mission and vision
  •  To support academic departments in teaching students to “find, evaluate, and ethically use information using the appropriate technology” which is one of the proposed Bloomsburg University General Education Outcomes
  •  To enable students to become active lifelong learners through information literacy instruction in a variety of settings and contexts

Andruss Library Outcomes Assessment and Information Literacy Reports

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