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: http://bit.ly/16bDlaU
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
- Library Instruction Outcomes for First Year Seminar Orientation
- Library Instruction Outcomes for English Composition II
- Library Outcomes for Subject-Specific and Upper Level Instruction
- 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.