Faculty librarians teach information literacy to students and faculty in a variety of ways in support of campus instructional programs. These efforts integrate research skills into the curriculum of General Education, graduate programs, and other programs as necessary, contributing to student success, persistence, time to graduation, graduation rates, and lifelong learning after graduation.
The University Library’s Instruction Program supports the University’s educational mission and prepares lifelong learners by partnering with academic programs to develop students' information literacy skills in a highly dynamic research environment.
The Library’s Instruction Program goals are to:
Maintain a dynamic and multi-faceted program that reaches every CSU Stanislaus student,
Ensure that all Stanislaus students graduate with college-level information literacy skills by collaborating with faculty,
Engage with students to foster a passion for lifelong learning, and,
Assess for continuing improvement.
Although the library instruction program traditionally has served programs with in-person instruction, more instruction is going online to adapt to campus trends. Whether in person or online, librarians collaborate with the instructor on session goals. In person, librarians demonstrate strategies, concepts, skills, and tools, then give students time to practice. Online tutorials are tailored to courses or to broader goals, and they are available on the library web site 24/7. Technologies include Collaborate, Blackboard, Captivate, PowerPoint and HTML.
Rather than teach information literacy in a separately, librarians partner with faculty in their programs and courses to integrate information literacy into their instructional goals. Although librarians are well placed to teach information literacy, faculty are also experts at citation and discipline-specific sources that upper division and graduate students must learn. Best practices suggest that librarians and faculty collaborate in order to integrate information literacy instruction into the disciplinary writing process.