The good news --- information is just a click away, giving students unprecedented access to a wide range of sources.
The Association of College and Research Libraries calls information literacy "the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning." (From the ACRL site).
President Barack Obama has recognized the importance of information literacy with this recent proclamation
This guide aims to help faculty incorporate the skills of information literacy and critical thinking into their courses, with a focus on library resources and librarian expertise. Use the tabs above to navigate to topics that interest you.
Information Literacy forms the basis for lifelong learning. It is an intellectual framework common to all disciplines, all learning environments, and all levels of education. Its focus is on content, communication, analysis, information searching, and evaluation. In addition, students need repeated opportunities for seeking, evaluating, and managing information gathered from both traditional sources and resources in the expanding digital world.
By connecting the CLC Community with collections and services in an environment of discovery and mutual respect, library faculty support the Collegeâ€™s preeminent goal of enhancing student learning. Our mission is to facilitate learning inside and outside the library by using information competently and ethically.
Students should be able to demonstrate these skills in an integrated process:
CLC Libraries provide the following instructional opportunities that actively involve students, and may complement discipline facultyâ€™s curricular efforts:
These opportunities not only prepare CLC students for immediate curricular activities, but also enable them to be effective lifelong users of information.
Additionally, the library provides these resources to enable faculty to become active partners in the integration of Information Literacy instruction:
Why work with a Librarian?
We know the Murphy Library collections. Reference librarians work with electronic and print sources every day, and can help students match the scope of their research questions to appropriate sources.
Murphy reference librarians work with faculty to help students become smarter researchers and information. We can help you build library research into assignments (see the Assignment Design tab), or collaborate on a semester-long or one-time basis.
Research instruction sessions normally take place during scheduled class periods in the libraryâ€™s Research Lab. They are most useful to students when tied to a particular assignment, at the point when they would normally need to begin research. Reference librarians will work with you to customize the session to your students' knowledge, skills, and research topics. Skills and concepts that can be covered include:
To schedule a research instruction session, please use our Library Instruction Request form, available online.
If you are interested in library and information literacy skills being more embedded in your course, please contact Kathleen Lovelace, Information Literacy Lead, or your departmental library liaison - a list of liaisons can be found here.
Creating Effective Assignments
For more ideas, read this College Teaching article by Dennis Isbell: "What Happens to Your Research Assignment at the Library?"
Jenkins, B. (2007, February). Guidelines for Effective Library Assignments. Retrieved August 5, 2009, fromhttp://libweb.uoregon.edu/instruct/assignments.html
Queen's University. (2008, October). Designing Research Assignments. Retrieved August 5, 2009, fromhttp://library.queensu.ca/inforef/design.htm
Adhikari, R. (2009, September). Is the Internet killing critical thinking?TechNewsWorld. Retrieved September 28, 2009, from
Bail, J. (2009).From business school to the boardroom: Essential research skills for students entering the workplace from a former corporate librarian. Retrieved August 11, 2009, from
http://units.sla.org/division/dbf/files/2009_bailposter.pdf.(Opens into a PDF.)
Gilman, T. (2009, May). Not enough time in the library. The Chronicle of Higher Education. Retrieved August 6, 2009, from
Gross, M. (2009). Undergraduate perceptions of information literacy: defining, attaining, and self-assessing skills. College & Research Libraries, 70, 336-350.
Head, A.J. (2007). Beyond Google: How do students conduct academic research?First Monday, 12(8). Retrieved August 10, 2009, from
Lombardo, S.V. & Miree, C.E. (2003). Caught in the Web: The impact of library instruction on business students' perceptions and use of print and online resources. College & Research Libraries, 64, 6-21.
McInnis Bowers, C.V., Chew, B., Bowers, M.R., Ford, C.E., Smith, C., & Herrington, C. (2009). Interdisciplinary synergy: A partnership between business and library faculty and its effects on students' information literacy. Journal of Business & Finance Librarianship, 14, 110-127. Available in print at the Bentley Library.
Senior, H., Wu, K., Martin, D.M., & Mellinger, M. (2009). Three times a study: Business students and the library. Journal of Business & Finance Librarianship, 14, 202-229. Available in print at the Bentley Library.
Windham, C. (2006). Getting past Google: Perspectives on information literacy from the millennial mind. An EDUCAUSE Learning Initiative paper, available in PDF online.
What does CLC say?
"Students at the College of Lake County are expected to be honest in their academic endeavors. All acts or attempted acts of alleged academic dishonesty should be reported to the Division Dean ... or, when deemed valid, be reported to the Vice President for Student Development for disposition under the Student Rights and Responsibilities Policy."
Faculty Guidelines for Encouraging Academic Honesty
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