Skip to main content

Library Faculty Handbook

Library Instruction

The reference librarians at the Salmon Library are eager to work with you to provide enrichment for students.  In collaboration with the instructor/professor, the reference librarians can present classroom sessions that are tailored to complement specific assignments, subject areas, or resources.  Most often, sessions combine demonstrations of electronic resources, discussions of search strategies, and (when possible) hands-on practice.

Topics covered can include:

  • Searching the library catalog
  • Using electronic databases and journals to find articles
  • Exploring the internet for appropriate sources
  • Evaluating sources
  • Defining and avoiding plagiarism
  • Steps for submitting papers to Turnitin

To schedule a session, fill out a form here.

Library Teaching Facilities

There are computer labs for library instruction on the 2nd floor of the south wing.  For information about the software available in each lab, click here. Printers are available in each lab.

Room 111 on the first floor can also be used for instruction sessions.  This room does not have PCs for the students to use, but wireless is available if they bring laptops.

Effective Library Assignments

Course-related or course-integrated library assignments are excellent ways to introduce students to information-gathering and evaluation skills.  Here are a few tips for creating effective library assignments:

  • Contact your Subject Librarian
  • Schedule an instruction session
  • Assume minimal library knowledge
  • Determine the feasibility of assignments
  • Establish deadlines
  • Integrate technology
  • Allow for variety
  • Encourage critical thinking

Our Goals for Library Instruction

The library's goals for student instruction are in accordance with the Information Literacy Competency Standards for Higher Education prepared and approved by the Association of College and Research Libraries (ACRL).  They are as follows:

  • Learn how information is produced, disseminated, and organized.
  • Students should be aware of the variety of world information and communication channels, and they should be familiar with the differences among primary, secondary, and tertiary sources (including the differences between popular and peer-reviewed literature), as well as how libraries organize knowledge.
  • Students should formulate and frame questions that will help them assess the types of information they need and determine where they will find that information.
  • Learn how to access and use information.
  • Students should know how and when to use a variety of information and communication sources and services in both print and electronic formats (such as catalogs, indexes, abstracts, bibliographies, full-text sources, and the internet), and they should know how to use them critically, efficiently, and effectively.
  • Students should be able to evaluate information.
  • Students should be able to evaluate the quality of the information they find and determine its appropriateness to the assignments at hand.
  • Students should be able to synthesize and reconcile differences in information obtained from a variety of different sources and viewpoints.
  • Students should properly cite information sources.

For more information about the Information Literacy Competency Standards for Higher Education, visit the Association of College and Research Libraries site.