Information Literacy Instruction
FAQs
- When should I schedule the class?
Please provide us with two weeks advance notice. Provide a first choice and alternate date for instruction. Information literacy instruction should not be scheduled within the first two weeks or last two weeks of the semester. - How should my students prepare for instruction?
Students should have chosen their topics. - Do I need to come to the class too?
It is the policy of the library that course instructors be present during information literacy instruction. - More Info?
Please see the Information Literacy Instruction Policy Page or contact Megan Dempsey
Have you already scheduled an Instruction Session with a Librarian for this class?
Information Literacy I Course Outline
RARITAN VALLEY COMMUNITY COLLEGE SESSION OUTLINE INFORMATION LITERACY I (SUPPLEMENT TO ENGL 111)
- I. Session Description
- II. Statement of Need
- III. Place in College Curriculum
- IV. Outline of Content
- A. Selecting appropriate keywords
- How keywords operate when searching
- Broader terms, narrower terms, synonyms
- Using reference sources to identify keywords
- B. Searching the catalog for books and media
- Librarian-led demonstration followed by hands-on searching
- C. Searching electronic databases for articles
- 1. Reference and background information databases (Credo, CQ Researcher, POV)
- 2. Multi-disciplinary databases
- 3. Librarian-led demonstration followed by hands-on searching
- D. Understanding what a scholarly article is and searching for scholarly articles in the databases
- V. Educational Goals and Learning Outcomes
- A. General Education Goals
- Use appropriate forms of technology to identify, collect, and process info. (NJ GE 4)
- Use appropriate library/learning resource tools such as cataloging systems to access information in reference publications, periodicals, bibliographies, and databases.(NJ GE 4)
- Recognize when information is needed and be able to locate, evaluate, and use information. (NJ GE 4)
- B. Learning Outcomes
- Identify search terms relevant to research topic by brainstorming synonyms, broader terms, specific terms, and using resources to identify new terms (texts, reference sources, etc). (ACRL Standard 2)
- Use the library catalog and databases to select and access resources by keyword searching. (ACRL Standard 2)
- Evaluate search results to determine relevance to topic by identifying and understanding citation elements. (ACRL Standard 3)
- Search for and identify scholarly articles by understanding features of a peerreviewed article and how to narrow database search results. (ACRL Standards 2/3)
- VI. Modes of Teaching and Learning
- A. Librarian-led demonstration using instructor computer (no more than 75% of class time)
- B. Hands-on practice at student computers (at least 25% of class time)
- C. Small-group work
- D. Class discussion
Information Literacy I is an 80-minute session required as part of the ENGL 111-English Composition I curriculum. The session is taught by a librarian in the Library Classroom during one regular meeting time of each English Composition I section. The classroom faculty member is required to be present during the session and encouraged to work with the librarian to best prepare students for their research assignment.
Information Literacy I introduces students to information literacy concepts and skills necessary for research and information seeking at the college level. This dedicated session of information literacy instruction provides students with a professional librarian’s assistance in search strategies, resource selection and source evaluation.
This session is a required component of the English Composition I curricula, as stated in the ENGL 111 Course Outline, section V.E.
Students will:
Students will be able to:
M. Dempsey
Jan. 2011
Information Literacy II Course Outline
- I. Session Description
- II. Statement of Need
- III. Place in College Curriculum
- IV. Outline of Content
- A. Discussion of “disciplines” or subject areas to help students understand that topics can be researched according to the subject areas the topic relates to.
- B. How subject headings can be used to determine subject areas and refine a search.
- C. Introduction to subject-specific databases
- Selecting an appropriate database
- Recognizing similarities/differences among interfaces
- Hands-on activity searching several different databases
- D. Using citations and bibliographies to find additional sources
- Periodical Locator
- Getting to full-text from Google Scholar (or other internet citations)
- Recognize value of bibliographies in chapters/books, articles, websites
- E. Selecting most appropriate sources for research
- Hands-on activity to select the best source for a topic
- One-minute paper or group discussion describing best source found during session (optional)
- V. Educational Goals and Learning Outcomes
- A. General Education Goals
- Use appropriate forms of technology to identify, collect, and process info. (NJ GE 4)
- Use appropriate library/learning resource tools such as cataloging systems to access information in reference publications, periodicals, bibliographies, and data bases.(NJ GE 4)
- Recognize when information is needed and be able to locate, evaluate, and use information. (NJ GE 4)
- B. Learning Outcomes
- Think critically about a research topic by identifying relevant disciplines/subject areas and potential sources of information that may be appropriate for the topic (including books). (ACRL Standard 1)
- Find articles in subject-specific databases by applying prior knowledge of multidisciplinary databases and exploring features of new interfaces. (ACRL Standard 2)
- Expand their research in a discipline by using bibliographies or citations to find additional materials. (ACRL Standard 2)
- Select the most appropriate source(s) by recognizing and describing various aspects of a source that may impact its value for the specific research project. (ACRL Standard 3)
- VI. Modes of Teaching and Learning
- A. Librarian-led demonstration at instructor computer (no more than 75% of class time)
- B. Hands-on practice at student computers (at least 25% of class time)
- C. Small-group work
- D. Class discussion
Information Literacy II is an 80-minute session required as part of the ENGL II-English Composition II curriculum. The session is taught by a librarian in the Library Classroom during one regular meeting time of each English Composition II section. The classroom faculty member is required to be present during the session and encouraged to work with the librarian to best prepare students for their research assignment.
Information Literacy II builds on the information literacy concepts and skills introduced in Information Literacy I, completing the students’ Information Literacy program at RVCC. The session provides students with the skills necessary for sophisticated, subject-specific research and information seeking at the college level. This dedicated session of information literacy instruction provides students with a professional librarian’s assistance in search strategies,resource selection and source evaluation.
This session is a required component of the English Composition II curricula, as stated in the ENGL 112 Course Outline, section V.E.. (ENGL 112 is a requirement of all degree-seeking students.)
Students will:
Students will be able to:
M. Dempsey Jan. 2011
Evelyn S. Field Library | Raritan Valley Community College
Last Updated -- 1/31/2013 4:20:56 PM
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