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Library: Learning Resource Centers - Northwest Mississippi Community College

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The Learning Resource Centers of Northwest provide services that enhance the learning experience of students, faculty and staff in Ashland, Oxford, Senatobia, and Southaven, Mississippi. Members of the Northwest family have access to information in a variety of formats with librarians eager to assist. Come in and Check Us Out!

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Library: Learning Resource Centers - Northwest Mississippi Community College

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Library: Learning Resource Centers - Northwest Mississippi Community College provides Academic and Career Tech Courses at affordable prices.

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Lists commonly requested topics with estimated time durations (see especially examples from Radford University & Union College )

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The list below outlines our most popular workshop topics, how long a topic takes, and our key objectives for each topic.

This is not an exhaustive list. If you would like to explore other resources or session topics, we would be happy to discuss options with you. Please contact Jennifer Resor-Whicker, Head of Research Services or call 540-831-5691.

Finding Sources

Evaluating Sources

Using Sources

Course-specific options

Concept Descriptions

The following are core ideas in information literacy, as outlined in the ACRL's Framework for Information Literacy for Higher Education, with wording adapted from Ohio University Libraries. The workshops listed above work toward developing a fuller understanding of these concepts.
Authority Is Constructed and Contextual

Who we trust as an expert depends on why we need the information & who's doing the trusting.

Authority exists because a community gives it to someone. Beware: sometimes authority comes mostly from "privilege" that can drown out other voices.

Good thinkers consider information skeptically, but keep an open mind.

Information Creation is a Process

The way information is shared changes the way it is created, and vice versa.

Good information can come in any format. Every format has its benefits and drawbacks, including assumptions about quality and authority that may or may not be true.

Information Has Value

Information is worth money. It can be bought and sold.

It is valuable because seekers learn from it & use it to influence others.

Economic, legal, and social forces influence how it is created, used, packaged & traded.

Research is Inquiry

Research is seldom a straight line with an answer at the end. It is a spiral of deeper questions that arise as understanding grows.

The more a researcher works, the more skill and perspective they gain about the process itself.

Scholarship is a Conversation

Researchers talk to one another, even across the centuries, gathering new ideas into old questions. The interplay creates new things.

There may be many answers to a single question.

A researcher may have to earn the right / learn the rules to speak in a given conversation, depending on who / what is already "in the room." It might not be fair.

When someone adds a new idea, they must say whose ideas they gathered to get that far.

Searching is Strategic Exploration

Searching is a skill set: search mechanics matter.

The mental flexibility to ask a question in many different ways of many different kinds of sources - and learn as you go - is also necessary.

Who you are affects how you search. Learn to stretch.

Searching can get convoluted; stay organized.

Concept descriptions
CC Attribution-NonCommercial License CC-BY-NC

Saines, S.; Broughton, K.; Intrator, M.; Schmillen, H.; & Wochna, L. (2017). How information works: ACRL Framework for Information Literacy in lay language. ACRL Framework for Information Literacy Sandbox. Retrieved from http://sandbox.acrl.org/library-collection/how-information-works-acrl-framework-information-literacy-lay-language

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The list below outlines our most popular workshop topics, how long a topic takes, and our key objectives for each topic. This is not an exhaustive list. If you would like to explore other resources or session topics, we would be happy to discuss options with you.

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Schaffer Library offers the following menu options for library instruction topics. This menu was created to introduce you to the different topics we teach and approximately how long each session will take. You can work with us to create a customized plan that meets the requirements of your specific course. Use the Request Library Instruction Form to schedule instruction. Requests for library instruction should be placed three weeks prior to the requested date of instruction. Contact Jenna Pitera (piteraj@union.edu) if you have questions.

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Library Instruction Menu | Union College

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Schaffer Library offers the following menu options for library instruction topics. This menu was created to introduce you to the different topics we teach and approximately how long each session will take. You can work with us to create a customized plan that meets the requirements of your specific…

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1. Find examples
2. Involve all librarians who take part in instruction program
3. Start small & keep it simple
4. Revise often
5. Stress menu's flexibility & remember its limitations

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Below is a sampling of library offerings supporting information literacy. Don't see exactly what you or your students need? We're always happy to collaborate with faculty to learn about your courses, and to design new library instruction and resources. Contact M'lyn Hines , Reference & Instruction Librarian.

Meet & Greet

Objective: students will know that QVCC Librarians welcome their questions and are ready to help in person, by email, and over the phone.

On-Ground: A librarian visits the classroom for a 5-10 minute introduction to library services. Best suited to classes with first-semester students or students new to library resources.

Online: A librarian posts a welcome in the course Blackboard Shell that is specifically targetted to upcoming assignments, or meets students online for a brief synchronous or asynchronous session introducing library resources.

Guide to Resources

Objective: Instructor and students will have quick access to resources curated for specific courses or assignments.

Librarians design online guides with active links providing instant access to specific websites, optimal library databases, streaming video, e-books, scholarly articles and other sources selected for their relevance to either general course work or specific research assignments. Please provide at least two-weeks' notice to request this resource.

Keyword Searching

Objective: students will be able to select terms and successfully employ keyword search strategies to obtain relevant results using either Internet search engines or library databases.

Delivery: online synchronous or on-ground preferred; asynchronous video presentation available.

The ability to crystalize an idea, a thesis statement, or a research question into a few words or phrases; the stamina to tweak, refine and recombine those terms; and a clear understanding of how the use of quotation marks or Boolean operators will affect search results are essential competencies for successful research using Internet search engines or library databases. While this lesson has frequently been combined with instruction on specific databases or other online resources, librarians are also available to teach keyword searching using interactive strategies in a stand-alone lesson. Students gain deeper understanding of their research topic before diving into a quest for sources. 30 minutes minimum.

Tools for Citing Sources

Objective: Students will know about readily available tools for generating footnotes and lists of sources.

Delivery: online synchronous or on-ground preferred; asynchronous video and learning objects available.

This 15 to 20-minute lesson walks students through footnoting and citation management using Microsoft Word or Microsoft Office 360. Reliable citation generators are also recommended.

Scholarly Sources

Objective: Students will understand the differences among scholarly, professional, news and popular sources and will be able to identify the types of information needs best met by each type of source.

Delivery: synchronous online or on-ground preferred.

Interactive, hands-on (real or virtual) comparison of sources. Discussion of when to use each different type of source and instruction on search strategies to quickly find the information needed.

The Sampler

Objective: Support instructors' information literacy goals and the information literacy needs of students.

Mix and match. Select any combination of suggested lessons below; consider adding a sample of appetizers or side dishes from above. Librarians will work with you to provide the lesson that best meets the information need.

Evaluating Websites

Objective: Students will be able to use meaningful criteria to evaluate the credibility of information found using Internet search engines.

Typically run as a 90 minute session (but can be modified). During the first half of the class, students work in small groups to analyze websites and build familiarity with evaluation criteria, then share their findings across groups and participate in a guided discussion. During the latter half of the session, students typically embark on Internet research for a specific course assignment while the librarian provides one-on-one scaffolding. Most classes are taught using the ABCD evaluation method (authority, bias, currency, documentation); CRAAP evaluation method (currency, relevance, authority, accuracy, purpose), TRAAP (timeliness, relevance, authority, accuracy, purpose) and the 5Ws approaches are also offered.

Evaluating Sources

Objective: Students will gain awareness of the contextual nature of authority and the importance of evaluating the credibility of information. In addition, students will be able to employ meaningful criteria to evaluate sources.

This session takes a broader approach to source credibility, discussing the contextual fabric that alters the perceived credibility of a single source for different research questions and digging deeper into the authority assumed to attach to various methods of production, editing, and review. Most classes are taught using the ABCD evaluation method (authority, bias, currency, documentation); CRAAP evaluation method (currency, relevance, authority, accuracy, purpose), TRAAP (timeliness, relevance, authority, accuracy, purpose) and the 5Ws approaches are also offered. Typically run as a 90 minute session, including hands-on (on-ground or virtual) practice with scaffolding, but can be modified.

Research Databases

Objective: Students will know which library resources are most relevant to the discipline under study, or the research question being investigated, and will be able to utilize the filters and tools in those databases to optimize search results.

Each session is designed to meet the needs of a specific research assignment. Please contact the library as early in the semester as feasible. Lesson planning requires a copy of the assignment and either the syllabus or a verbal/emailed summary of the context for that assignment. With sufficient lead-time, faculty are welcome to review and comment on proposed lesson plans in advance of the scheduled class meeting.

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Below is a sampling of library offerings supporting information literacy. Don't see exactly what you or your students need? We're always happy to collaborate with faculty to learn about your courses, and to design new library instruction and resources. Contact M'lyn Hines , Reference & Instruction Librarian.

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Image Credit: Yoli Bergstrom-Lynch

Inspired by our recent instruction swap, this Trinity-centered instruction sandbox is intended to serve as a collaborative space for teaching librarians to share, borrow, and adapt lesson plans and materials for library instruction. The ultimate goal is for this sandbox to serve as a catalyst for creating a community of practice among instruction librarians.

The sandbox is a living document that will grow and change as new materials are added and as broader societal changes and new technologies like ChatGPT push library instruction in new directions. Everyone is encouraged to add materials to the sandbox but for the sake of consistency and usability, please be sure to:

1. Keep the format of the boxes relatively consistent (i.e., include a short description of the lesson, relevant attachments and links, the target discipline and audience, and the total time needed to execute the lesson)

2. Not to alter the original documents but instead make a personal copy that you can then adapt to your needs or student learning outcomes

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LibGuides: Library Instruction Sandbox: About

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Image Credit: Yoli Bergstrom-Lynch Inspired by our recent instruction swap, this Trinity-centered instruction sandbox is intended to serve as a collaborative space for teaching librarians to share, borrow, and adapt lesson plans and materials for library instruction. The ultimate goal is for this sandbox to serve as a catalyst for creating a community of practice among instruction librarians.

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1. Promote library instruction

2. Improve faculty understanding instruction program

3. Avoid content overload

4. Diversity instruction

5. Increase instruction requests

6. Move beyond one-shots

7. Standardize basic library instruction

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Benjes-Small, C., Dorner, J., Schroeder, R., & Radford University. (2009). Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests. Comminfolit, 3(1), 31. https://doi.org/10.15760/comminfolit.2009.3.1.67

Benjes-Small, C., & Brainard, B. (2017). And today we’ll be serving . . .: An instruction a la carte menu. https://doi.org/10.5860/crln.67.2.7566

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Schedule an Instruction Session | library.iit.edu

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We are happy to provide library instruction for your classes. Librarians will work with you to design interactive instruction for your students.

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Not sure what we can teach, or how long a topic will take? The list below show our most popular topics by level - first year, lower division, upper division and graduate level. The points covered columns help explains our key objectives for the topics.

The times listed below are an estimate based on a combination of instruction and hands on practice and may vary. In collaboration with a librarian, it is possible to maximize class time by flipping the instruction component using videos or exercises completed prior to the library instruction session.

This is not an exhaustive list; if you would like other resources or topics addressed, we'd be happy to discuss with you.

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LibGuides: Library Instruction Resources: Instruction Menu

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Not sure what we can teach, or how long a topic will take? The list below show our most popular topics by level - first year, lower division, upper division and graduate level. The points covered columns help explains our key objectives for the topics.

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Search more efficiently with keywords, limiters, and other strategies.

Student is aware of basic searching strategies, but they need help with locating most sources, even after instruction. They understand keyword searching or limiters, but they may not utilize other methods of finding information.

Student is comfortable with basic searching strategies, such as keyword searching and limiters. They can find a few sources independently and only seek librarian help for more advanced needs.

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Research Guides: Library Instruction Menu: Home

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Search more efficiently with keywords, limiters, and other strategies. Student is aware of basic searching strategies, but they need help with locating most sources, even after instruction. They understand keyword searching or limiters, but they may not utilize other methods of finding information. Student is comfortable with basic searching strategies, such as keyword searching and limiters.

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Please make Library Instruction requests at least a week in advance.

Prawny. Menu image. Pixaby.https://pixabay.com/illustrations/background-chalkboard-black-1206941/ Accessed 5 March 2021
Choose from a variety of Library instructional menu options to fit your individual preferences or suggest your own ideas.
Fill out the Library Instruction Request Form or contact your Department Library Liaison.

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Library Guides: Teaching Information Literacy: Resources for Faculty: Library Instruction Menu

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This guide is intended to provide resources, guidelines, and materials to aide faculty in incorporating information literacy lessons into their courses. Choose from a variety of workshop options.

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defining and refining a research question or paper topic

identifying keywords and establishing search parameters

selecting and accessing relevant databases

Source Types

scholarly vs. popular vs. trade publications

primary vs. secondary vs. tertiary sources

the information life cycle

10-15 minutes

Basic Database Searching* (using the library's discovery tools)

differences between catalog, database, and open web searches

keyword searching

deciphering database results and records

using initial results to expand search strategy

narrowing, broadening, and refining results

citation helpers

25-30 minutes

Advanced Database Searching*

quick recap of the points in Basic Database Searching (above), plus:

finding and accessing specialized, disciplinary databases

advanced queries using Boolean operators, truncation, & nesting

using descriptors and built-in thesauri

creating folders, saving results, special features

30 minutes, add 10 minutes for each database you'd like covered

Evaluating Sources*

tips for assessing credibility of content from websites

the peer-review process

the information life cycle

interpreting URLs

contextual and constructed authority

30-35 minutes

Citation*

attribution, copyright, sampling, memes vs. academic dishonesty and plagiarism

differences between summarizing, paraphrasing, and direct quotation

strengths & weakness of online citation tools/sites

25 minutes, add ten minutes for each additional style (MLA, APA, Chicago, etc.)

*All modules marked with an asterisk* work best when students can participate in interactive activities requiring computer and network access. Analog/lecture versions of these modules are possible, but they're nowhere near as engaging or productive.

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Library Guides: Information Literacy: Instruction Sessions

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Library Guides: Information Literacy: Instruction Sessions

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Warren Hunting Smith Library: Research Services Instruction Menu: What We Do

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Warren Hunting Smith Library: Research Services Instruction Menu: What We Do