Examining Library’s Information Literacy Instruction in Support of Student Research Skills Competencies

The presentation focuses on liaison model approach to integrating information literacy (research skills sessions) into curriculum, primarily focusing on first-year courses. It examines effectiveness of a variety of instruction modes and delivery, ranging from one-shot to sequenced sessions.

The Library offers comprehensive research skills sessions for courses at all levels based on the standards, performance indicators, and outcomes published in the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education actively supported by the Library. Over the past few years, the Library adopted the Liaison model, where librarians collaborate with Instructors in their respective subject areas to integrate and embed information literacy components into the curriculum. The role of the Information Literacy (IL) Program in the context of a teaching library is to enable students to successfully find, retrieve, and evaluate information sources they need to complete their course work and, ultimately, encourage and facilitate life-long learning. The IL skills librarians teach in research sessions help faculty fulfill two of the Essential Skills requirements for their courses: Reading and Information Literacy Skills and Technology Skills, contributing to students’ Critical Thinking and Problem Solving Skills. By teaching sessions librarians actively support and participate in the learning and teaching goals of the university. The success of this program depends on the level of collaboration among faculty and Librarians, Library promotion research skills instruction to students, as well as specific approaches to teaching modes.