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RLS: Instruction Services


The aim of the RLS Instruction Program is to provide students with a well-rounded set of practices and dispositions that “[encompass] the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.”*Taken from the ACRL Framework for Information Literacy. The complete ACRL Framework for Information Literacy is available at: 

ACRL Framework for Information Literacy Threshold Concepts:

  • Authority is Constructed & Contextual
  • Information Creation as a Process
  • Information Has Value
  • Research as Inquiry
  • Scholarship as Conversation
  • Searching as Strategic Exploration

Research and Learning Services Instruction Program

  • Students will:
    • Identify what library services and resources are available and how to access/utilize them.
    • Navigate the physical and virtual spaces of the library.
    • Identify when and why they should use library or other academic resources versus performing a generic open web search.
    • Identify librarians and subject guides that may be relevant to their interests and majors.
    • Use the Discovery Search (BOSS), and a general database (e.g., Academic Search Premier) to locate and use books, articles, and other resources on a given topic.
  • Students will:
    • Define and narrow a topic.
    • Understand how to use general reference resources such as Wikipedia to help develop a rudimentary understanding of a topic and as a springboard for in-depth research.
    • Identify potential keywords and related terms to be used in searching. 
    • Understand the purpose and functionality of the library discovery system and databases in order to effectively perform searches using Boolean operators, keyword searching, and some advanced search techniques.
    • Develop and carry out a search strategy based on their information needs.
    • Evaluate information based on concepts of authority, accuracy, currency, purpose, and relevance.
    • Understand how scholarly information may differ from popular information, while keeping in mind how technology and context can blur the line between the two.   
    • Understand that the research process is iterative, takes time, and may lead in unexpected directions.

Library instruction in the subject-specific and upper-division courses will facilitate students' engagement in creative and critical thinking about research and information resources. Classes are often tailored to meet objectives to a particular research assignment or graduate theses/dissertation topics, preferably through hands-on instruction and emphasizing the Library's resources. Overall, our aim is not only to educate for academic success but facilitate lifelong learning in one's professional and personal life.

  • Students will:
    • Identify a personal need for information, especially information of a scholarly nature.
    • Assess current knowledge and identify gaps in their knowledge.
    • Construct strategies for locating information and data.
    • Locate and access the information they need.
    • Review the research process and compare and critically evaluate information and data.
    • Organize information professionally and ethically.
    • Apply knowledge gained, presenting the results of their research, synthesizing new and old information and data to create new knowledge and disseminating it in a variety of ways.
    • Identify how research is initiated, experienced, and communicated in a variety of disciplines.
    • Demonstrate an ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals.
    • Utilize academic library resources, spaces, and faculty in order to effectively complete collaborative and independent research projects.