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For Faculty

Information Literacy Instruction

 

Please complete our Information Literacy Request Form to request an instruction session led by your Faculty Librarians. Sessions can be held online, in your classroom, or in the library classrooms at both campuses.


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.  

When completing the form, please:

  • Submit one course per form (you can request up to four sessions for each). 
  • Submit your request early, so that we can best plan for the session(s).
  • Upload assignments, share topics, and add additional info, so that we can best accommodate the needs of your students.

Instructor attendance is expected and required at all library instruction sessions, as your presence allows you to field questions about the assignment/research topics.

You should receive a confirmation for your class within three days. If you have any questions regarding classes at Blue Bell campus, please email  Kara Grosschopp kgroscho@mc3.edu.  For classes at Pottstown Campus, email librarian Kevin Strunk at kstrunk@mc3.edu

Information Literacy at MCCC

Information Literacy and the General Education Core

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.

Incorporating this new framework into your course

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. ‚Äč

Reinforcement of Information Literacy  

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.