Ohio University

Instructional Support

Librarians Partner with Instructors to Advance Information Literacy

The goal of library instruction is to help students become information literate.  Together we:

  • Design assignments
  • Create learning objects
  • Teach research skills and concepts
  • Highlight applicable library resources
  • Empower life-long critical information users
  • Assess our efforts
  • Impact student success

The Association of College and Research Libraries' Framework for Information Literacy defines information literacy as "the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning." Learn more about information literacy. 

Ways Librarians Can Work With You to Enhance Student Learning   

  • Re-imagine your research paper assignment to meet your learning objectives and your time constraints    
  • Create Subject and Course Guides that list the most appropriate resources in support of programs or assignments
  • Discuss how critical thinking and the library fit with BRICKS General Education
  • Develop customized library instruction or workshops for your class 
  • Create targeted instructional videos, or recommend one from our list
  • Integrate complex concepts into assignments:
    • Primary source literacy 
    • Visual literacy
    • Information literacy    
    • Object-based learning
  • Use archival collections and digital special collections to teach primary source literacy
  • Provide students with hands-on opportunities to develop critical thinking skills that they can apply in real-world scenarios
  • Share lesson plans to examine authority and bias; ask, “What is true?” “What is Fake news?”
  • Support background research and concept mapping to hone topics
  • Find and use library media in your class
  • Source affordable course materials and find Open Textbooks 
  • Hold office hours for your class or program
  • Mentor grad students' research from conception to citations

Start the conversation: contact your subject librarian or archivist or Kelly Broughton, Assistant Dean for Research & Education. 

Examples of Recent Librarian-instructor Collaborations

Even at a distance, librarians are available to support your undergraduate and graduate students in developing information-related skills and using information tools.

Let’s work together anytime you have student learning outcomes related to information literacy, visual literacy, or primary source literacy.  

  • Chad Boeninger, business and economics librarian, created an Industry & Market Research Basics Tutorial for students in the College of Business cluster.  Students interact with the extensive tutorial through their courses in MS Teams alongside Chad’s Home Improvement Stores Industry Guide.

  • Paul Campbell, social sciences librarian, worked with a faculty member in psychology to assess student learning in the asynchronous environment.  Their results are being submitted for publication this summer. 
  • John Canter, engineering and mathematics librarian, developed four tutorials for a mechanical engineering capstone course to help student teams focus their research needs for their design projects.
  • Chris Guder, subject librarian for education, worked with instructional designer Jody Monk to create videos on variety of topics such as developing a research vocabulary and using Zotero.  These were incorporated into graduate research methods courses using Blackboard.
  • Miriam Intrator, special collections librarian, developed and delivered a synchronous workshop via Teams that taught students how to define and identify primary source materials and use the Libraries’ Digital Archives for searching, viewing, and downloading digitized archival content.
  • Michele Jennings, art librarian, hosted a live Wikipedia edit-a-thon event for students in a photography class, and she has created a new guide and short quiz on Fair Use and Creative Commons for Images.
  • Sherri Saines, social sciences librarian, designed a worksheet that walks students step-by-step through locating, evaluating, and citing information using library tools.  The flexible assignment can be used synchronously or asynchronously, within or outside of Blackboard.
  • Hanna Schmillen, health sciences librarian, is embedded within Blackboard in a family and child studies course, where she offers an information literacy instructional module and an assignment that serve as a foundation for assignments later in the course. 
  • Janelle Hubble, Zanesville Library Services Manager, Zanesville Campus, led the collaboration between OUZ & OU Eastern UC instructors to revise the course content and to adjust to online synchronous and asynchronous delivery. She created a Blackboard shell, organized the content for instructor use, assisted them in their use of unfamiliar technology, and wrote a student assessment.
  • Judy Carey Nevin, Manager of Library Services at OU Lancaster, worked with a professor in Technical Applied Studies. Her library intro video was used in all his classes; more videos were specific to his various classes and assignments. Connecting students to Subject & Course Guides that address his assignment requirements (searching for patents, for example) also yielded positive results.
  • Librarians Chris Guder, Carla Williams, and Hanna Schmillen supported graduate work in their areas by mentoring researchers, consulting on literature reviews, suggesting edits, and even being thesis / dissertation committee members and voting on the final oral defense.