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Sample Plan for Integrating Information Literacy Instruction

Below is an example of one approach many instructors are taking to incorporate information literacy instruction into a section of INTD 105.

In this approach, the first years come to the library for two sessions. Ideally, lesson plans for these two sessions will be created collaboratively by the course instructor and the instruction librarian. The first session is a general introduction to the library, while the second focuses specifically on resources necessary for students to complete a required course assignment. These two sessions are then supplemented with workshops on plagiarism and style guides, word processing, PowerPoint, or a Student Research Consultation (SRC). Please note, sessions I & II are during the regular meeting time for the class, while the supplementary options are on students' time. Various dates and times are always offered for workshops, and SRCs are scheduled by students with librarians.

EXAMPLE--EXAMPLE--EXAMPLE--EXAMPLE--EXAMPLE

LIBRARY SESSION I - 50 minutes

Learning Outcomes:

  • Access and navigate the Milne Library website to begin using library resources and services.
  • Use GLOCAT to locate a variety of materials in Milne Library.
  • Use research tools and strategies to identify and locate periodical articles on a specific topic.

LIBRARY SESSION II - 50 minutes

Learning Outcomes:

  • Understand the difference between an online catalog, a research database, and a search engine.
  • Identify journal and magazine articles on the author Robert Alan Wright.
  • Use search engines, portals, and meta-search tools to find websites on evolutionary psychology.
  • Critically evaluate information found on the web.

SUPPLEMENTARY OPPORTUNITIES

  • Plagiarism & Style Guides Workshop (for credit)
  • Basic Word Processing (students lacking computer skills encouraged to attend, not required)
  • PowerPoint Workshop (students using PP for presentations encouraged, not required)
  • Student Research Consultation (students having difficulty with research encouraged, not required)

Please direct comments and questions to Rich Dreifuss, Interim Library Instruction Coordinator, dreifuss@geneseo.edu.