Faculty librarians teach courses related to information literacy and technology instruction. We teach full-term, for-credit courses, and we also teach single or multiple sessions integrated into other courses.
Information literacy is the set of concepts, practices, and dispositions necessary to engage information both meaningfully and efficiently. As such, it is critical to any project in which finding, evaluating, and using information is required.
Information literacy is not just instruction in how to operate various information technologies; rather, it refers to fluency with a broader information environment of which such technology is an important part.
Information literacy promotes awareness of the variety of contexts (technological, rhetorical, social, cultural, economic, and legal) which condition the creation, access, distribution, and use of knowledge.
Monroe Library’s Teaching & Learning Team sees information literacy as more than a set of discrete skills and draws upon the Association of College & Research Libraries’ Framework for Information Literacy for Higher Education (2016) to shape our instruction program.
In turn, the library instruction program supports the Loyola Core Competencies, which expressly include information literacy. It also fosters the university’s Jesuit values, which prioritize critical thought. By teaching information literacy within the major programs, as well as in the Core, we also support SACS Accreditation Standard 3.8.2, which states that “The institution ensures that users have access to regular and timely instruction in the use of the library and other learning/information resources.”
The Teaching & Learning Team recognizes a range of approaches to use when teaching technology. Whether for students, staff, or faculty, self-directed tutorials are frequently an ideal orientation to a new tool. Monroe Library collects and creates such tutorials, making them available through its learning objects repository Wolf-LOR and on its technology guides. These tutorials are often demonstrations of key functions of a specific software.
Learning how to apply such tools in a critical way usually requires a different sort of approach -- one which features active, reflective, and collaborative learning. We design this type of instruction in a variety of formats, and we tend less to stress a particular tool or software than we do a related literacy (i.e. data or media literacy), or metaliteracy.
As with information literacy instruction, technology instruction may be mapped to target courses and specific learning objectives, particularly when it is considered essential to the program’s field.
Faculty librarians work with departmental faculty to identify priority courses within programs for high-impact instruction. In order to integrate instruction, liaisons work with those course instructors to plan sessions around explicit learning outcomes, active learning, and learning assessment.
Curriculum Map: Follow this link to discover which courses have been identified within your program(s).
Instruction Request Form: Use this form to submit a request for library instruction to the Instruction & Research Coordinator.
Please contact your liaison to discuss possible content. Examples of information literacy instruction include sessions on finding information, evaluating sources, academic integrity, archival and special collections research, and copyright. Technology instruction currently includes data cleaning & visualization, text mining, web publishing, multimedia creation, digital mapping, and citation management.
This course will focus on students becoming educated and critical consumers of information. They will learn about how fake news is created and disseminated and how fake news is used to manipulate the public. Students will ultimately learn how to take articles on current topics and fully evaluate them for accuracy, bias, authority, timeliness, and context. Students will learn about effective searching and algorithms and how bias is introduced into search results.
This course introduces students to the interdisciplinary research process as it applies to academic, professional, and everyday contexts. Practical experience in forming research questions, searching for information, and evaluating sources make up the core of the class. Students participate in regular discussions and reflective learning approaches, and they will come to understand research as a practice that they can design to fit different needs in different contexts.