The purpose of Georgetown College Library’s Instruction Program is to help students, faculty, staff, and community patrons become information literate by helping them develop the ability to locate, access, evaluate, and use information effectively and ethically. Librarians and research specialists are here to help introduce and teach these skills while orienting patrons to available library-subscription resources and services. According to the Association of College and Research Libraries, “information literacy forms 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” (ACRL Information Literacy Standards).
To learn more about the types of topics covered in typical library information literacy sessions, please see the options below. Feel free to pick and choose topics to fit the needs of your course, research assignments, or group.
Suggestions for Faculty
- Schedule your instruction session(s) in advance and include it on your syllabus. We welcome the opportunity to work with your students in follow-up class sessions so that we may go into more depth with library resources and advanced search strategies.
- Check with your library instructor or library liaison in advance of to see what types of resources the library has available to support your research assignments and tasks. Depending on the nature of the research, it may be necessary for the library to purchase resources, if funds are available.
- Give students the research assignment in advance of the library instruction session. It is often useful to share the assignment with the library instructor for planning purposes.
- Have students determine topics prior to attending the library instruction session and share the types of topics students are researching with the library instructor in advance.
- You may wish to coordinate with your library instructor to develop a mini research task that ties in with your overall research assignment grade (i.e. locating 2 peer-reviewed articles before the end of the library instruction session; utilizing microfilm/microfiche resources for a targeted research assignment; accurately formatting resources in a bibliography or works cited page, etc.).