Vision for Information Literacy Services and Instruction

The Information Literacy Services and Instruction programs offered by the University Library teach library users to identify, retrieve, evaluate, judge, use and value information and information tools while attending to the legal and ethical considerations involved in doing so. The services and programs are developed in a strategic and systematic manner but are expected to vary in approach and composition of strategies utilized based on curriculum needs, user skills and experiences, and library resources. Methods in use include formal group instruction, including course-integrated sessions, credit courses, and open workshops; individual one-to-one instruction; and independent learning opportunities including both print and web-based point-of-use instructional materials.  Librarians collaborate with campus faculty and staff to develop instruction that is responsive to teaching and learning needs and furthers the development of student information literacy.  The programs are characterized by assessment of student learning outcomes and systematic program evaluation and particular attention is paid to identifying unserved and underserved groups.

More specifically, regardless of major, undergraduate students are provided with basic library use instruction in their first and second year, focusing on library organization and structure, fundamental information tools including the general library website, the online catalog, indexes/databases, and reference materials.  Upper-division undergraduate students are taught fundamental information strategies and tools within their disciplines, appropriate to their major, minor, and/or concentration fields of study.

First-year graduate students are provided with basic orientation to the University Library structure, the general library website, and the online catalog.  In addition, first-year graduate students are instructed on the basic information tools and strategies of their respective disciplines.  Throughout the course of their studies, graduate students receive additional instruction which further details advanced information tools, skills, and strategies in their disciplines.  At the appropriate time in the curriculum, graduate students receive instruction on Dissertation Abstracts and other specialized resources.

University faculty and staff are provided with resources and training opportunities relevant to their research, teaching, and service activities.  In particular, faculty, teaching assistants, and other instructors are supported in their efforts to create effective research assignments that foster information literacy and library use. Library faculty and staff have opportunities to participate in professional development opportunities that improve their instructional skills and understanding of student learning.

Email Lisa Hinchliffe with any questions or concerns.

Fall 2002