The libraries provide hands-on, assignment-relevant instructional sessions to further the information literacy skills of our students. The scope of each session can be customized to meet the needs of the class, from a brief introduction of library research concepts and services, to practical activities to engage the college student in the research process, to the reinforcement of information literacy skills within the context of the student's chosen field.
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Instructor attendance is expected and required at all library instruction sessions, as your presence allows you to field questions about the assignment/research topics.
The library is committed to serving the needs of faculty and students, regardless of campus location or modality. If you have questions when choosing the appropriate library intervention, please email librarian Kevin Strunk at kstrunk@mc3.edu.
Information literacy learning goals fit within the College’s general education Oral and Written Communication core. The College follows the guidelines for information literacy articulated in the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. This Framework was adopted by the ACRL board in February of 2015 and supersedes the former ACRL Standards for Information Literacy. The Framework is comprised of six Frames. Each Frame has a corresponding set of “Knowledge Practices” and “Dispositions” (habits of mind) that the information literate student demonstrates and acquires through exposure and practice in identifying, using, and applying information.
The Curriculum Committee here at the College encourages faculty to reflect on the role of information literacy in their curriculum and to engage with the ACRL Framework for Information Literacy. By reviewing the ACRL Framework knowledge practices and dispositions; they can more easily craft a learning activity or assignment for which an increase in information literacy is a viable learning goal. The resulting learning activities need not cover all of the frames; one or two are ideal to demonstrate student growth. Librarians serve as a resource to faculty who are reflecting on the use and evaluation of information, and can provide additional examples and support.
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While information literacy is taught and formally assessed for the general education core, the reinforcement of these skills outside of these courses is also essential to building lifelong information literacy. Therefore, it is important for students throughout their academic careers and especially in their own majors to have multiple experiences to perform college level research.
Librarian liaisons to the academic divisions are available to work with their faculty to support the reinforcement of information literacy within their programs, and to assess the impact through the collection of artifacts. The Curriculum committee at the college has incorporated Information Literacy Reinforcement as part of the curriculum map template.