These goals for library instruction are in accordance with the Information Literacy Competency Standards for Higher Education prepared and approved in January 2000 by the Association of College and Research Libraries (ACRL).
The Library's Instructional Role
The Salmon Library at UAH is committed to its information literacy instructional efforts and goals. This is a key concept which focuses on understanding information and how this can benefit the students’ academic and lifelong pursuits. Information literacy through library instruction is a key component to academic success and Salmon library takes a holistic and embedded approach to this crucial educational element. For students to learn information literacy it must be deeply embedded in their subject of interest and need. This informed learning viewpoint and stance is the pedagogically sound method of imparting this important concept onto the students.
For students to learn information literacy it must be embedded. This means every class, instructional session, and work shop synchronous or asynchronous will be designed around the subject at hand and built specifically for the information needs of the particular class and student. This doesn’t mean stand-alone workshops and presentations are not helpful and of use, it just means that they are the starting point of information literacy and not the end.
With this in mind Salmon Library focuses on student centered learning and sticking to complete instructional design methods and active, collaborative learning theories. Students will have active hands on assignments as well as collaborative practice, in addition to theory to help ground the information literacy practices in intellectual pursuits as well as practical knowledge. Every class and session will be built around learning outcomes which are aligned with the students, teachers and information literacy goals. This combination will succeed in supporting our mission of reinforcing the goals of the great UAH academic purview, as well as integrating lifelong learning into the curriculum. This is more than just a lecture of pointing out different resources. Each session the students will leave with something substantial. This includes a solid start on their research project and an understanding of how to find information, analysis information and synthesize this for their research needs.
Active, informed learning of information literacy produces many positive outcomes for students and faculty. Successful integration of information literacy leads to benefits such as better-developed research assignments, use of library’s collection, understanding of access and evaluation of information, and most importantly lifelong learning.