Faculty

You can request instruction by filling out the library instruction request form. If you have any questions you would like to discuss before submitting, feel free to contact us at ask@udc.libanswers.com or 202-274-5104.

Library instruction requests should be completed at least 2 weeks before the date of the first class. This will allow us enough time to work with you to develop lesson plans and outlines to best serve your individual class or assignment needs.

A librarian will contact you to confirm you instruction session within 2-3 days of your request.

The Learning Resources Division provides information literacy instruction, to support students in their academic careers, and as lifelong learners. The program seeks to develop students’ competence to access, evaluate, and effectively use electronic and print resources to acquire information.

Goals

The goal of the Information Literacy Instruction Program is to support students and faculty in information literacy education. Information literacy is the defined as the ability "to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." [1] LRD instruction ranges from basic to advanced, and is intended to be built upon throughout a student’s academic career.

Student Learning Outcomes

1. The Library Exists: Students will be able to identify the library as a resource to support their academic work
2. Needs & Tools: Students will be able to identify a specific research or information need and the appropriate research tool to address that need
3. Resources & Strategies: Students will be able to identify and apply strategies to find resources appropriate to their research need, including, but not limited to, identifying keywords and synonyms for searching, and search techniques, such as using Boolean operators, quotation marks, truncation and wildcard symbols, and citation chaining.
4. Research is a process: Students will be able to describe that research is a non-linear, non-sequential and strategic process, and will be able to participate in iterative research steps.
5. Citations: Students will be able to ethically use and incorporate sources, including appropriately summarizing, paraphrasing, quoting and citing resources.
6. Evaluating: Students will apply critical analysis skills to evaluate information sources. Students will be able to identify different source types and determine if a source is appropriate to their needs

Teaching Methodologies

Instruction is designed to be hands on. Students will participate in active learning activities and work in groups to gain knowledge and develop strategies. Students will have access to all learning materials after the instruction session.

[1] Association of College and Research Libraries. (1989). Presidential Committee on Information Literacy: Final Report. Retrieved from http://www.ala.org/acrl/publications/whitepapers/presidential

The Learning Resources Division (LRD) is committed to supporting student learning. We recognize that each course is different, so we offer different models for instruction from which you can choose based on your class structure, assignments, and needs. Each model includes a demonstration of the library website and UDC resources, as well as active learning activities on your choice of information literacy issues (described below). A library guide can also be requested for the course.

Research shows that library instruction is most effective when paired with an assignment. Please keep your assignments in mind when considering your choice of model, your chosen information literacy activities, and the timing of the session. If you would like assistance in creating assignments that incorporate information literacy skills, please contact us at ask@udc.libanswers.com or 202-274-5104.

Instructional Format Options

1. In-Person Instruction (single or multiple sessions)

• A librarian visits your class for one or multiple sessions, depending on how many information literacy issues you would like to cover. How many issues we can cover in a session depends on the length of the class and the depth in which it is covered.

2. Flipped Classroom (single or multiple sessions)

• A flipped classroom shares video tutorials and/or readings in advance of class, freeing up class time for active learning instead of lecturing. In providing students with guided instruction in advance, this format allows students to come to class with basic information on the topic, and the full class session can be devoted to active learning for your choice of information literacy issues as well as class time for hands on work and questions. 

3. Entirely Online/Homework

• If you are teaching an online course, some your students might not be able to come to campus for an in-person or flipped instruction session. We can design entirely online instruction to meet your needs. Online tutorials can be paired with quizzes or assignments to assess student learning, which will include short answer/discussion questions to address your choice of information literacy issues (see options to the right). If students do not score highly enough on the quiz/assignment, they will be required to meet (in person or via phone) with a librarian, who can provide additional one-on-one instruction for the student. Meeting with a librarian will be available to all students who are interested.

4. Embedded Librarian

• An embedded librarian works closely with the course to provide ongoing information literacy instruction. These courses are often designed around scaffolded research assignments, but it is not a requirement. The librarian participates in assignment design so that assignments effectively use and assess information literacy skills. Portions of multiple classes will be designated for information literacy activities that support assignments. This option is ideally arranged in advance of the start of the semester. 

If there is an instruction model you do not see here, but would like to have offered, please contact us at ask@udc.libanswers.com or 202-274-5104.

You can schedule a library instruction session for your students in your remote class. 

We HIGHLY RECOMMEND the flipped-classroom model for remote library instruction. In this model, the library will provide an asynchronous, pre-recorded lecture (with supporting slides and script) for you to have your students' view before a synchronous session. The synchronous session will include Q&A, troubleshooting, and limited demonstrations and activities. We find that this model accommodates most students and avoids issues such as connectivity, accessibility, and disruption.

Here are some options for you and your students that we are also prepared to offer:

• Synchronous online instruction at a regularly scheduled class time
• Synchronous online instruction at a different class time
• Asynchronous online instruction via recorded lecture with slides
• Asynchronous online instruction via a self-paced tutorial (which can include quizzes and questions)
• Electronic handouts/worksheets (such as PowerPoints, worksheets, etc.)