Information Literacy Instruction

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F.A.Q.Frequently Asked Questions

  • 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 or contact Megan Dempsey

Note: All instruction requests will be processed as they come in by Abbe Mulroy x8558. Please disregard the autoreply message when you click submit.

Information Literacy Instruction Policy

It is the policy of the Evelyn S. Field Library that:

  • Classroom instructors must be present during information literacy instruction.
  • Information literacy instruction sessions must be requested at least two weeks prior to the requested dates.
  • Classroom instructors are advised to avoid requesting sessions during the first two weeks or last two weeks of any semester.
  • Information literacy instruction sessions must be requested through the request form located on the library webpage.
  • Classroom instructors should contact the Instructional Services Librarian if they will be bringing classes into the building for research. (Or instructors may complete the request form and specify that the class will be conducting research in the library.) This does not reserve any physical space for the class.
  • Classroom instructors who sign up for information literacy instruction may also request one additional session of research “lab time”, during which the class may use the library classroom without librarian instruction. Requests for these sessions will not be confirmed until Week 4 of the semester.
  • Classroom instructors may request to use the computer lab to provide their own specialized information literacy instruction, without a librarian present, provided that library reference materials are necessary for the instruction and the faculty member has prior approval from the Instructional Services Librarian or Library Director.

Note: The library classroom is an open lab for students to use when there are no classes scheduled. For this reason, only classes meeting the above requirements will be scheduled in the library classroom. The library classroom is not to be used as a computer lab for classes that do not meet the above requirements.

Revised May 2012 by Megan Dempsey

Information Literacy I Course Outline

RARITAN VALLEY COMMUNITY COLLEGE SESSION OUTLINE INFORMATION LITERACY I (SUPPLEMENT TO ENGL 111)

  • I. Session Description
  • 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.

  • II. Statement of Need
  • 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.

  • III. Place in College Curriculum
  • This session is a required component of the English Composition I curricula, as stated in the ENGL 111 Course Outline, section V.E.

  • IV. Outline of Content
    • A. Selecting appropriate keywords
      1. How keywords operate when searching
      2. Broader terms, narrower terms, synonyms
      3. Using reference sources to identify keywords
    • B. Pre-searching topics (finding background information)
      1. Identifying questions to answer during research
      2. Demonstration of tools for finding background information
      3. Hands-on searching in at least one of these tools
    • C. Finding scholarly articles
      1. Features of a scholarly article
      2. Using RVOneSearch or other databases to find scholarly articles
      3. Hands-on searching to find a scholarly article
  • V. Educational Goals and Learning Outcomes
    • A. General Education Goals
    • Students will:

      1. Use appropriate forms of technology to identify, collect, and process info. (NJ IL)
      2. Use appropriate library/learning resource tools such as cataloging systems to access information in reference publications, periodicals, bibliographies, and data bases. (NJ IL)
      3. Recognize when information is needed and be able to locate, evaluate, and use information. (NJ IL)
    • B. Learning Outcomes
    • Students will be able to:

      1. 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)
      2. Use the library catalog and databases to select and access resources by keyword searching. (ACRL Standard 2)
      3. Evaluate search results to determine relevance to topic by identifying and understanding citation elements. (ACRL Standard 3)
      4. Search for and identify scholarly articles by understanding features of a peer-reviewed 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

M. Dempsey Feb. 2014

Information Literacy II Course Outline

  • I. Session Description
  • 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.

  • II. Statement of Need
  • 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.

  • III. Place in College Curriculum
  • 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.)

  • IV. Outline of Content
    • A. Conducting research in the disciplines; understanding research as a process.
    • B. Searching with subject headings in the library catalog (if appropriate) and databases.
    • C. Using subject-specific databases
      1. Selecting an appropriate database (using database descriptions, research guides, or RVOneSearch as a gateway)
      2. Recognizing similarities/differences among interfaces
      3. Hands-on activity searching several different databases
    • D. Evaluating sources
      1. Criteria for evaluating all types of sources
      2. Hands-on activity requiring source evaluation
  • V. Educational Goals and Learning Outcomes
    • A. General Education Goals
    • Students will:

      1. Use appropriate forms of technology to identify, collect, and process info. (NJ IL)
      2. Use appropriate library/learning resource tools such as cataloging systems to access information in reference publications, periodicals, bibliographies, and data bases. (NJ IL)
      3. Recognize when information is needed and be able to locate, evaluate, and use information. (NJ IL)
    • B. Learning Outcomes
    • Students will be able to:

      1. 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)
      2. Find articles in subject-specific databases by applying prior knowledge of multi-disciplinary databases and exploring features of new interfaces. (ACRL Standard 2)
      3. Expand their research in a discipline by using bibliographies or citations to find additional materials. (ACRL Standard 2)
      4. 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 60% of class time)
    • B. Hands-on practice at student computers (at least 40% of class time)
    • C. Small-group work
    • D. Class discussion

M. Dempsey Feb. 2014

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