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Library Instruction Services Newsletter
Vol. 3, No. 2 -- June 2002
Online
Mississippi State University Libraries
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Library Instruction -- an hour now is worth a thousand later.
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Dear reader,

This newsletter is intended to be a brief, efficient method for us to send you useful tidbits relevant to your and your students' use of the Library and information technology for research and other pursuits. We're very selective about what we include. Feel free to forward this information to colleagues who may be interested. If at any time you wish to be removed from our mailing list, just let us know.

Contents of this issue:

  1. How to Use Your Library workshops offer research introduction.
  2. Core information literacy concepts take center stage.
  3. Library faculty and teaching faculty collaborate successfully.
  4. Faculty attendance at library sessions enhances learning.
  5. How to schedule library instruction for your classes.

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1. How to Use Your Library workshops offer research introduction.
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We encourage those faculty and other instructors needing introductory library instruction to send their students to one of these sessions. In each hands-on session, participants learn how to navigate the Libraries' Web site and search the Galaxy Online Catalog and EBSCO databases, as well as locate library materials and services. The Library Instruction faculty offer vouchers for proof of attendance.

Mon., June 10, 1:00 pm
Thu., June 20, 11:00 am
Mon., July 15, 2:00 pm

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2. Core information literacy concepts take center stage.
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Based on the Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians, as approved by the Association of College and Research Libraries, your Library Instruction faculty has determined the following seven information literacy objectives to be core to the mission of academia. Library faculty and course instructor/teaching faculty share responsibility for information literacy, and each objective is followed by an L (Librarian), C (Course Instructor), or L/C (Librarian and Course Instructor) to indicate the primary responsibility.

    1. Student identifies key concepts and terms that describe the information need. (L/C)
    2. Student uses various search systems to retrieve information in a variety of formats. (L)
    3. Student constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity operators for digital sources; internal organizers such as indexes for books). (L)
    4. Student examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view as well as identifies and discusses issues related to free vs. fee-based access to information. (L/C)
    5. Student uses specialized online or in-person services available at the institution to retrieve needed information (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners). (L/C)
    6. Student assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized. (L/C)
    7. Student differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of sources; student selects an appropriate documentation style and uses it consistently to cite sources. (L/C)

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3. Library faculty and teaching faculty collaborate successfully.
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Successful collaboration between library and teaching faculty depends, in a large part, on preparation. For course-integrated library instruction, we find time and again that when we have a specific assignment or objective given to us in advance by the teaching faculty, the library session is much more fruitful for students. While the seven information literacy objectives listed above apply to all students, directly relating these objectives to looming deadlines and at-hand assignments allows students to put an abstract objective with a very concrete information need.

Such collaboration is not limited to course-integrated instruction, however. Library instruction faculty are happy to come to faculty meetings, graduate seminars, or other gatherings to discuss discipline-specific resources and time-saving information seeking tips.

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4. Faculty attendance at library sessions enhances learning.
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It's common knowledge among librarians that the presence of the professor during a library instruction session positively affects his or her students' learning experiences. A recent article reported findings that the majority of instruction librarians surveyed do indeed believe learning is enhanced when professors attend library instruction sessions along with their students: Smith, Kerry. "Professor Attendance as a Factor in Perceived Library Instruction Effectiveness: An Exploratory Study." Reference Services Review 30.1 (2002): 43-48.

The full text of this article can be accessed at this URL: https://login.proxy.library.msstate.edu/login?url=http://www.emeraldinsight.com/rpsv/cgi-bin/cgi?body=linker&reqidx=0090-7324(2002)L.43

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5. How to schedule library instruction for your classes.
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Library instruction faculty continue to offer library instruction sessions specific to any class. Please feel free to contact us to arrange a library instruction session for your class. More info about reservations is available online.



About MSU Libraries:

Mississippi State University Libraries is a premier research library providing its communities of users an ongoing, creative, technologically advanced library program that provides new and emerging technologies; enhances and inspires teaching, research, and service of the highest caliber in an environment of free and open inquiry and with a commitment to excellence. For more information about MSU Libraries, please visit http://library.msstate.edu/ .

MSU, Mississippi's flagship research university, is online at www.msstate.edu.