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.
To request library instruction, visit our Research Skills Instruction Request form.
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
Assess for continuing improvement
The library instruction program serves programs with in-person and online instruction. Librarians collaborate with the instructor on session goals, demonstrating research strategies, concepts, skills, tools, and time for students to practice. Online tutorials are tailored to courses or to broader goals, and they are available on the library web site 24/7.
Rather than teach information literacy 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.
According to the American Library Association (ALA) Committee on Information Literacy report, an information literate person is one who is “able to recognize when information is needed,” knows what information is needed to address a given problem or issue, and, beyond that, has “the ability to locate, evaluate and use effectively the needed information."
The Framework for Information Literacy for Higher Education (2015) from Academic, College, and Research Libraries (ACRL), lists the six frames each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions:
The library instruction program is engaged in ongoing assessment.
Instruction Program Assessment Reports: