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Module Nine: Library Resources
 

Course-Integrated Across the Curriculum

A common model of research skills instruction has lessons provided by a librarian to all sections of one or more required core courses, such as a freshman experience class or seminar, a writing course, a discipline-specific introductory course, or a discipline research methods course. This is possible when faculty and administrators at either a program- or campus-wide level collaborate with librarians and support such an initiative. The research skills instruction usually is provided face-to-face, preferably with hands-on, active use of online resources, but it may be provided  via a combination of online tutorials, research guides, and virtual sessions, depending on available personnel and location of students.

Librarians will tailor their instruction to the level and type of course, the requirements of specific assignments, and pre-assessments that may have been done of student knowledge and needs. Instruction will be in the context of information literacy standards and may be guided by discipline-specific standards and research competencies. In addition to general information literacy competency standards for higher education, the American Library Association’s Association of College and Research Libraries offers standards and guidelines at this time for science and technology, anthropology and sociology, literatures in English, journalism, psychology, and political science.

Linked Resources

American Library Association. (1989). Presidential committee on information literacy: Final report. Retrieved from http://www.ala.org/acrl/publications/whitepapers/presidential
Defines information literacy and its critical importance to individuals, businesses/organizations, and an informed American citizenry. Identifies implications for educational institutions, describes a model “information age school,” and offers concluding recommendations.

American Library Association, Association of College and Research Libraries (2012). Characteristics of programs of information literacy that illustrate best practices: A guideline. Retrieved from http://www.ala.org/acrl/standards/characteristics
Identifies characteristics of excellence for information literacy programs in two-year and four-year institutions of higher education, arranged by ten categories:  mission, goals and objectives, planning, administrative and institutional support, articulation (program sequence) within the curriculum, collaboration, pedagogy, staffing, outreach, and assessment/evaluation.

American Library Association, Association of College and Research Libraries (2001). Objectives for information literacy instruction: A model statement for academic librarians. Retrieved from http://www.ala.org/acrl/standards/objectivesinformation
Enumerates library instruction objectives for some of the higher education information literacy competency standards published in 2000 by the American Library Association’s Association of College and Research Libraries.

American Library Association, Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/standards/ information literacy competency identifies five competency standards for the information literate student, with accompanying performance indicators and outcomes. Introductory material notes endorsement by the American Association for Higher Education and the Council of Independent Colleges.

American Library Association, Association of College and Research Libraries, Anthropology and Sociology Section. (2008). Information literacy standards for anthropology and sociology students. Retrieved from http://www.ala.org/acrl/standards/anthro_soc_standards
Provides information literacy standards and key behaviors for success relevant to anthropology and sociology students.

American Library Association, Association of College and Research Libraries, Education and Behavioral Sciences Section. (2011). Information literacy competency standards for journalism students and professionals. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/il_journalism.pdf
Provides information literacy standards, outcomes, and examples relevant for journalism students and professionals.

American Library Association, Association of College and Research Libraries, Education and Behavioral Sciences Section. (2010). Psychology information literacy standards. Retrieved from http://www.ala.org/acrl/standards/psych_info_lit
Provides information literacy standards, performance indicators, outcomes, and examples relevant to undergraduate psychology students.

American Library Association, Association of College and Research Libraries, Instruction Section. (n.d.). PRIMO: Peer-reviewed instructional materials online. Retrieved from http://www.ala.org/acrl/aboutacrl/directoryofleadership/sections/is/iswebsite/projpubs/primo
Provides a database of librarian-created resources for online information literacy instruction. Includes  general and subject-specific materials.

American Library Association, Association of College and Research Libraries, Instruction Section. (n.d.). The first-year experience and academic libraries: A select, annotated bibliography. Retrieved from http://www.ala.org/acrl/aboutacrl/directoryofleadership/sections/is/iswebsite/projpubs/tmcfyebib
Updated annually, this annotated bibliography on the first-year experience and academic libraries identifies a core collection and organizes additional resources according to category: assessment, case studies, collaborative initiatives, FYE-specific courses, online tutorials, outreach, pedagogy, peer training, related research, and strategies for integration.

American Library Association, Association of College and Research Libraries, Law and Political Science Section. (2008). Political science research competency guidelines. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/PoliSciGuide.pdf
Provides information literacy standards, outcomes, and examples relevant to political science and to “public administration, law, criminal justice, and civic education.” Includes outcomes expertise indicators identified as faculty, librarian, or shared.

American Library Association, Association of College and Research Libraries, Literatures in English Section. (2007). Research competency guidelines for literatures in English. Retrieved from http://www.ala.org/acrl/standards/researchcompetenciesles
Identifies information literacy outcomes for undergraduate students majoring in English or American literature.

American Library Association, Association of College and Research Libraries, Science and Technology Section. (2006). Information literacy standards for science and engineering/technology. Retrieved from http://www.ala.org/acrl/standards/ infolitscitech
Provides information literacy standards, performance indicators, and outcomes specific to science, engineering, and technology, excluding mathematics.

Farkas, M. (2012). Library success: A best practices wiki: Reference services and information literacy. Retrieved from http://www.libsuccess.org/
A space where libraries and librarians offer their experience, knowledge, and successes with the library community; wiki format with no restrictions on contributions; updated constantly.

Additional Resources

Accardi, M. T., Drabinski, E., & Kumbier, A. (Eds.). (2010). Critical library instruction: Theories and methods. Duluth, MN: Library Juice Press.

Brasley, S. S. (2008). Effective librarian and discipline faculty collaboration models for integrating information literacy into the fabric of an academic institution. New Directions for Teaching and Learning, 114, 71-88. doi:10.1002/tl.318

Burkhardt, J. M. (2010). Teaching information literacy: 50 standards-based exercises for college students (2nd ed.). Chicago, IL: American Library Association.

Clayton, S. J. (2007). Going the distance: Library instruction for remote learners. New York, NY: Neal-Schuman.

Daugherty, A., & Russo, M. F. (2007). Information literacy programs in the digital age: Educating college and university students online. Chicago, IL: Association of College and Research Libraries.

Gustavson, A., Whitehurst, A., & Hisle, D. (2011). Laying the information literacy foundation: A multiple-media solution. Library Hi Tech, 29, 725-740.  doi:10.1108/07378831111189796

Hardesty, L. L. (Ed.). (2007). The role of the library in the first college year. Columbia: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Karshmer, E., & Bryan, J. E. (2011). Building a first-year information literacy experience: Integrating best practices in education and ACRL IL competency standards for higher education. Journal of Academic Librarianship, 37, 255-266.

McAdoo, M. L. (2010). Building bridges: Connecting faculty, students, and the college library. Chicago, IL: American Library Association.

McDevitt, T. R. (Ed.). (2011). Let the games begin!: Engaging students with field-tested interactive information literacy instruction. New York, NY: Neal-Schuman.

Saunders, L. (2011). Information literacy as a student learning outcome: The perspective of institutional accreditation. Santa Barbara, CA: Libraries Unlimited.

Sitter, R. L., & Cook, D. (2009). Library instruction cookbook. Chicago, IL: Association of College and Research Libraries.

Smith, S. S. (2010). Web-based instruction: A guide for libraries (3rd ed.). Chicago, IL: American Library Association.

Wilkinson, C., & Bruch, C. (Eds.). (2012). Transforming information literacy programs: Intersecting frontiers of self, library culture, and campus community. Chicago, IL: Association of College and Research Libraries.

 
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