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For Faculty

Information Literacy Instruction

The libraries provide hands-on, assignment-driven instructional library research sessions in support of the information literacy skills of our students. 

While the College campuses are closed due to Covid-19, all library instruction sessions will take place remotely. Please complete this Information Literacy Remote Instruction Request Form to request your information literacy sessions. 

When our campuses reopen, we will again offer face-to-face instruction sessions detailed below. 

We offer three session types...

  1. Introductory session in your classroom:  Librarian visits your classroom for a brief 5 to 15-minute session to introduce your students to library resources pertinent for your class. 
  2. Guided research session in the library classroom: Librarian provides an overview of search strategy, while engaging students in active learning. 
  3. Follow-up research session in the library: Librarian provides a brief recap and assists students one-on-one or in small groups. 

Combining the introductory session with either or both of the library classroom/lab sessions is a highly effective way to support your students’ research.

When completing the linked form below, please:

  • Submit only one class session at a time.
  • Submit your request two weeks in advance of the instruction date request.
  • Make sure to upload  your assignment and topics so that we can best accommodate 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 Central campus, please email  Kara Grosschopp  For classes at West Campus email librarian Kevin Strunk at or call him at (610) 718-1912.

Information Literacy at MCCC

Information Literacy and the General Education Core

Information literacy is a learning goal of the College’s general education core. It is formally assessed in certain Arts & Humanities English and Public Speaking courses. 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 (linked below). 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 requires that all new and substantially modified courses develop an information literacy statement. The writing of this statement encourages faculty to reflect on the role of information literacy in their curriculum and to engage with the ACRL Framework for Information Literacy. This entails reviewing the ACRL Framework; providing a description of a learning activity or assignment that, ideally, identifies information literacy as a learning goal; and identifying the Frame and associated knowledge practice(s) and associated disposition(s) that the learning activity/assignment exemplifies. Limiting the statement to the identification of one or two Frames and associated Knowledge Practices and dispositions is ideal. A tool that inspires and encourages the development of the vital skills of information literacy, the ACRL Framework encourages thoughtful reflection on the use and evaluation of information. The Information Literacy Librarian reviews the information literacy statements, and librarians serve as a resource to faculty in this process. ‚Äč

Reinforcement of Information Literacy  

While information literacy is taught and formally assessed for the general education core in certain English and Public Speaking courses, the reinforcement of these skills outside of these courses is also essential to building information literacy.  Multiple experiences in the critical use of information is, therefore, important for students throughout their academic career and especially in their own majors. Accordingly, faculty from all academic divisions are encouraged to find opportunities to engage their students in the critical evaluation and application of information to enhance information literacy, a universally relevant life-long skill that is essential to both academic success, success in employment, civic engagement, and success in making important personal decisions in life. The Librarian liaisons to the academic divisions are eager to work with their faculty to support the reinforcement of information literacy.