Skip to main content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
About Library Instruction
About Library Instruction
Could your students use an introduction to the library, instruction on how to use particular databases or a presentation targeted to a particular assignment? Librarians can tailor presentations to your needs, based on our experience with students like yours. Library instruction is an opportunity for your students to meet and connect with a librarian who works at the College of Saint Rose. At the reference desk, students frequently approach us to ask a question and they start the conversation with: "You came to my class". We believe that when students see a familiar face at the reference desk who they have met through their professor makes it more likely that they will approach us for help when they need it.
Presentations can be either in the Library's instruction room (106, adjacent to First Floor Reading Room) or in your smart classroom. Most faculty request instruction for their classes at the beginning of the semester when they are making their syllabus. We ask for at least 2 weeks lead time, but exceptions can sometimes be made.
To Arrange for Library Instruction
Please fill out the form to the right (click on Begin).
Information Literacy (IL) refers to the ability to recognize a need for information and to find, analyze, and synthesize related material from books, articles, websites and more.
How Can IL Benefit Students?
A 2017 survey of 42,000 students in more than 1,700 courses at 12 major research universities showed that:
Retention rates were higher for students whose courses included IL instruction.
Students whose courses included IL instruction reported higher average first-year GPAs than those whose courses did not.
Students who took IL instruction successfully completed 1.8 more credit hours per year than students who did not.
How Can IL Benefit Faculty?
Students who are information literate are better able to come up with workable topics for their papers, research those topics independently, and write papers that conform to rigorous academic standards.
Over the past twenty years the Association of College and Research Libraries has created standards, and now, frameworks to help guide in the development of information literacy classes. Think of these six frames as the scaffolding that will help support your acquisition of information literacy skills. Use these as a guide for how to proceed, and understand that they need not be followed in any particular order as the steps to researching effectively should be flexible and fluid.
Authority Is Constructed and Contextual
Who created the information sources you are using? Are they experienced in the subject area you are investigating? The expertise and credibility of the creators’ of information is important as it represents their authority in the field. “ Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.”
Information Creation as a Process
Information is produced in many formats including print and online, with different purposes and delivery methods. Information can be formal or informal, scholarly or entertainment based. “ Information in any format is produced intentionally to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.”
Information Has Value
Information is property and therefore has a value. In the United States, information is often protected by copyright. An author may retain the rights to his or her work, and there are rules for how to acknowledge this, for instance, when sources are cited, the author is acknowledged as being the creator of that information. The value of their authorship is respected. “ Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination”.
Research as Inquiry
When researching a topic, often you come across information that prompts you to ask questions, or seek additional information. Combining and recombining facts and data, and reframing increasingly complex questions about a topic, is an important part of the research process. “ Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.”
Scholarship as Conversation
The interaction of scholars and researchers allows information and data to be shared, and to move among communities. The background work of scholarship can be as informal as a face-to-face discussion or brainstorming session or as formal as an article in a scholarly journal. The conversation may be a metaphor for wider communications through publishing online and in print. . “ Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.”
Searching as Strategic Exploration
You will probably begin with a general topic when you begin your research. As you discover more about your topic, you may find that it is too broad for your needs, and you may decide to narrow your focus to some aspect of your topic. Or you may discover additional information that you hadn’t considered, and which changes the course of your research. Flexibility and critical thinking are important in the research process. . “ Searching for information is often nonlinear and iterative, requiring the evaluation of a broad range of information sources and the mental flexibility to pursue alternate avenues as new understanding is developed.”