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Library Instruction Guidelines

Guide to Information Literacy Instruction

Guide to Information Literacy Instruction for INTD 105


Getting the Most out of Library Instruction

Here are a few suggestions to make sure that the library session goes smoothly and that your students learn the skills they need:

  • Request instruction at least two weeks in advance using the online Library Instruction Request form. Access the form using the "Requests and Policies" drop-down menu on the Milne Library website. This allows schedulers and librarians enough time to prepare for your session.
  • Fill out the request form completely. Provide detailed information regarding what you want your students to know and/or be able to do upon the completion of the instruction session(s).
  • Collaborate with the librarian in designing a session that will best meet your and your students' needs.
  • Consider the amount of time you are able to provide for library instruction when determining the content you want covered. Students typically have a better experience and learn more when less is covered in depth than when too much is attempted in a short time. If you are unsure about how much time is needed to cover your content, consult with the librarian. When necessary, we are happy to conduct multiple sessions.
  • Determine the best possible time in the semester to schedule your library instruction session. The beginning of the semester is not always the best time for library instruction. Often it is best to bring students in for instruction after they have research topics and/or specific assignments.
  • Work with the librarian to assess student learning. The librarian will share with you a variety of assessment options, some of which are listed below. Provide feedback regarding the librarian's instruction also. All feedback and assessment are used to improve the quality of our information literacy curriculum and instruction.

Assessment Options

  • Paper & Pencil Pre-Test/Post-test (Day of instruction)
  • Electronic Pre-test/Post-test (Personal Response System)
  • Library Classroom Exercises/Activities/Assignment
  • Integration into Midterm/Final Exam
  • Independent Information Literacy Midterm/Final Exam
  • Projects/Papers/Presentations Evaluated w/ Research Rubric
  • Technology and Information Literacy Skills Test
  • Information Literacy Portfolio (includes combination of above/other)

Please direct comments and questions to Sue Ann Brainard, Interim Library Instruction Coordinator, brainard@geneseo.edu.

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