Resources for Faculty

Information literacy instruction is provided by the librarian at key points in students journey at Adler. Although instruction is typically presented at the following times in a students' journey, students often need a refresher, more course-specific research help, and/or more advanced information literacy help. Instruction can be requested for any course can be developed specific to support specific course assignments.

If you are interested in the library teaching in your class, please reach out to your campus librarian at least 2 weeks prior to your intended presentation date.

Orientation

Students learn the basics of library research at Adler, including different types of literature, and an introduction to bibliographic databases.

First Term

Students learn topic development strategies, and evaluating sources

Research Methods classes

Students learn advanced searches in databases, including keyword generation and subject headings

Dissertation/Thesis/Capstone Prep classes

Students learn search strategies for literature reviews, positionality, and citation management

The following policies ensure that your students receive the best level of instruction we can provide.

• Information Literacy instruction will not occur the first week of a semester.
• Instruction requests must have at least two (2) weeks lead time.
• Instructor will:
  • Be present during the session in order to connect the session to their course
  • Provide their syllabus & course assignment, if the session relates to a particular assignment

ACRL Framework for Information Literacy for Higher Education Frames

Authority Is Constructed and Contextual

Learners who are developing their information literate abilities:

• define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event);
• use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility;
• understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sources;
• recognize that authoritative content may be packaged formally or informally and may include sources of all media types;
• acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice;
• understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.

Information Creation as a Process

Learners who are developing their information literate abilities:

• articulate the capabilities and constraints of information developed through various creation processes;
• assess the fit between an information product’s creation process and a particular information need;
• articulate the traditional and emerging processes of information creation and dissemination in a particular discipline;
• recognize that information may be perceived differently based on the format in which it is packaged;
• recognize the implications of information formats that contain static or dynamic information;
• monitor the value that is placed upon different types of information products in varying contexts;
• transfer knowledge of capabilities and constraints to new types of information products;
• develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys.

Information Has Value

Learners who are developing their information literate abilities:

• give credit to the original ideas of others through proper attribution and citation;
• understand that intellectual property is a legal and social construct that varies by culture;
• articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;
• understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information;
• recognize issues of access or lack of access to information sources;
• decide where and how their information is published;
• understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online;
• make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.

Research as Inquiry

Learners who are developing their information literate abilities:

• formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information;
• determine an appropriate scope of investigation;
• deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations;
• use various research methods, based on need, circumstance, and type of inquiry;
• monitor gathered information and assess for gaps or weaknesses;
• organize information in meaningful ways;
• synthesize ideas gathered from multiple sources;
• draw reasonable conclusions based on the analysis and interpretation of information.

Scholarship as Conversation

Learners who are developing their information literate abilities:

• cite the contributing work of others in their own information production;
• contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session;
• identify barriers to entering scholarly conversation via various venues;
• critically evaluate contributions made by others in participatory information environments;
• identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge;
• summarize the changes in scholarly perspective over time on a particular topic within a specific discipline;
• recognize that a given scholarly work may not represent the only or even the majority perspective on the issue.

Searching as Strategic Exploration

Learners who are developing their information literate abilities:

• determine the initial scope of the task required to meet their information needs;
• identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information;
• utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;
• match information needs and search strategies to appropriate search tools;
• design and refine needs and search strategies as necessary, based on search results;
• understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information;
• use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;
• manage searching processes and results effectively.

Do I need to be present for library instruction?

Faculty are expected to schedule library instruction during for a time they can attend. Faculty presence during library instruction helps demonstrate the value of the content and ensures that you can actively collaborate with the librarian during the session to add context relevant to your course, provide assignment specific infomration, answer student questions, etc.

How long is a library instruction session?

Session length is based on the needs of the students as well as the preference of the instructor. Sessions can range from 15 minutes to 3 hours depending on what content will be covered.

Can we meet XYZ (online / in my classroom / in the library)?

Library sessions are available online and in person. In person sessions will take place in your regularly scheduled classroom, as neither the Chicago or Vancouver campus libraries have dedicated instructional spaces.

What can I expect during a library instruction session?

Adler University librarians focus on teaching information literacy skills through a diverse set of teaching practices. Most class sessions will include an active learning activity as well as some amount of lecturing.

How can I provide feedback on library instruction?

Adler University Library is very interested in your feedback. Contructive feedback, both positive and negative, is critical in developing a high-quality library instruction program. You can email feedback to the librarian who led your session or the library director. Additionally, the library will send out a feedback survey at least once a semester for all faculty who participate in library instruction.