Instruction Request Dual Enrollment Tutoring Classroom Visit Request
Librarians collaborate closely with discipline faculty in order to tailor each session to a specific assignment. We ask that faculty select 2-3 learning outcomes for an initial instruction session. Additional outcomes may be addressed in follow up sessions.
Below is a listing of each library instruction outcome. Corresponding topics and possible activities are on the next tab. Outcomes 1-7 are basic outcomes while outcomes 7-11 are more specialized or advanced. While librarians may touch on some of the information in other outcomes, we will focus our attention on the outcomes faculty have selected.
Outcome One: Popular vs. Scholarly Articles
Students will be able to differentiate between scholarly and popular materials in order to select an appropriate mix of resources for a specific assignment.
Outcome Two: Evaluation of Information
Students will be able to apply evaluative criteria to a source in order to gauge its credibility/reliability.
Outcome Three: Research Questions
Students will be able to develop a research question/questions that is/are appropriate in scope for a specific assignment.
Outcome Four: Finding Articles in Library Databases
Students will be able to construct effective and efficient search strategies in library databases in order to retrieve articles relevant to a specific topic/assignment.
Outcome Five: Citing Sources
Students will be able to identify the source components needed for citations in order to accurately cite sources.
Outcome Six: Plagiarism
Students will participate in a conversation about plagiarism in order to understand when to cite.
Outcome Seven: Library/LRC Orientation
Students will become familiar with LRC services in order to identify and seek help from appropriate resources.
Outcome Eight: Specialized Research Tools
Students will be able to utilize discipline specific tools in order to be able to locate sources necessary for specialized work.
Outcome Nine: Primary Sources
Students will be able to discern between primary and secondary sources in order to select the appropriate source types for their research topic.
Outcome Ten: Advanced Database Searching
Students will be able to apply advanced database search strategies in order to locate articles relevant to a specific topic/assignment.
Outcome Eleven: Scholarship as Conversation
Students will be able to read a citation and locate its source in order track scholarly work created by others.
Outcome One: Popular vs. Scholarly Articles
Students will be able to differentiate between scholarly and popular materials in order to select an appropriate mix of resources for a specific assignment.
Outcome Two: Evaluation of Information
Students will be able to apply evaluative criteria to a source in order to gauge its credibility/reliability.
Outcome Three: Research Questions
Students will be able to develop a research question/questions that is/are appropriate in scope for a specific assignment.
Outcome Four: Finding Articles in Library Databases
Students will be able to construct effective and efficient search strategies in library databases in order to retrieve articles relevant to a specific topic/assignment.
Outcome Five: Citing Sources
Students will be able to identify the source components needed for citations in order to accurately cite sources.
Outcome Six: Plagiarism
Students will participate in a conversation about plagiarism in order to understand when to cite.
Outcome Seven: Library/LRC Orientation
Students will become familiar with LRC services in order to identify and seek help from appropriate resources.
Outcome Eight: Specialized Research Tools
Students will be able to utilize discipline specific tools in order to be able to locate sources necessary for specialized work.
Outcome Nine: Primary Sources
Students will be able to discern between primary and secondary sources in order to select the appropriate source types for their research topic.
Outcome Ten: Advanced Database Searching
Students will be able to apply advanced database search strategies in order to locate articles relevant to a specific topic/assignment.
Outcome Eleven: Scholarship as Conversation
Students will be able to read a citation and locate its source in order track scholarly work created by others.
Requests for instruction sessions should be submitted at least 7 days in advance to ensure availability and to allow adequate time for librarians and faculty to collaborate on session design and learning outcomes.
Requests may be submitted through the Library Faculty Services page or by contacting the Library in person, via email or phone. Please allow 2 business days for a response.
Library instruction sessions should be timed to coincide with an upcoming research assignment when at all possible. Students are more likely to be attentive and retain information when they understand how the information relates to a graded assignment.
Students should be introduced to the research assignment prior to the instruction session and ideally should have a topic in mind when attending the session.
Details of the research assignment should be shared with librarians at the time of request to allow adequate time for librarians and faculty to collaborate on session design and learning outcomes. Librarians are available to consult with faculty members in designing research assignments.
Library instruction sessions are limited to 50-75 minutes depending on the length of the class period and activities planned. If the faculty member feels more time is necessary they are encouraged to bring the class back for one or more follow up sessions.
Faculty members are encouraged to schedule multiple instruction sessions to ensure adequate coverage and reinforcement of concepts.
Follow up sessions may include the demonstration of more advanced database searching techniques, a focus on citations and plagiarism, or an additional opportunity for students to conduct librarian-assisted research.
The instructional faculty member, or a faculty substitute, is required to attend the entire session.
The presence of the instructional faculty member in the instruction session plays a vital role, impressing upon students the importance of the skills they will be learning.
Faculty members and students are expected to arrive promptly. Classes arriving more than 15 minutes late may be canceled. Instruction sessions will not begin until the faculty member arrives.
