Information Literacy Instruction & Course Support

Allow a minimum of one week advance notice for your request. There is extremely high demand for library instruction during fall and spring semesters and in order to accommodate your preferred dates is it helpful to “book early.”

Once your request has been submitted an email with your information is posted and a  librarian will pick up the request and contact you via email with the scheduled time/date/mode for the session. The librarian will request a copy of the research assignment and syllabus. This information is important in allowing the librarian to understand the context of your course, the research expectations for your students, and ensure that the instruction session is well sequenced.

Library instruction is available:

• In person in the library or department classroom
• Online (Synchronous – e.g. live Zoom session hosted by a librarian)
• Online (Asynchronous – e.g. AsULearn tools, library research guides, videos, handouts)

The librarian working with your class will follow up to discuss the instructional mode(s) for the session.

Yes. The instructor should be present to emphasize important information and answer questions related to the assignment.

Instruction sessions are customized to the needs of your students. Each session highlights sources that are relevant to a specific subject area and/or assignment. Beyond instructing students on how to locate information, we cover key concepts such as evaluating information, using sources effectively, using information ethically, and other information literacy competencies.

Occasionally we have more requests for instruction that we can handle and may not be able to accommodate your preferred instruction date/time. You may be asked to resubmit your request with alternate dates/times and we will do our best to schedule a library instruction session for you and your students.

Library instruction can help reduce the anxiety and frustration that some students feel when they are required to use library resources to complete a research assignment. Instruction sessions allow students to have hands-on practice with databases and other resources under the supervision of a librarian. Scheduling a library instruction session also saves faculty time from having to answer individual questions about the research process and the appropriate sources to use. The quality of students’ papers may also improve, because they will know more about the research process, evaluating information, and how to find resources to support their assignments.

Information literacy instruction is most effective when it is integrated into your course. We will collaborate with you to:

• Determine the most appropriate resources (print, electronic, AsULearn, web, etc.) for the instruction session.
• Schedule library instruction when your students are working on their research assignments and are most motivated and receptive to learn.
• Provide follow-up research assistance to your students after the library session via Ask the Library or research consultations as needed.
• Create a Library Research Guide specifically for your course.

A number of how-to tutorials are available and these resources can be embedded in your AsULearn course as an activity.  For more information on having these tutorials and/or other resources added to a course contact Mollie Peuler, Librarian for Online Instructional Design & Services (peulerme@appstate.edu) or 828-262-8413.

When your students have a research assignment, consider scheduling a library instruction session with a librarian. Students should have research topics before attending the library instruction session. For more information see the Library Instruction FAQs.

Requests for library instruction are submitted via the Instruction Request Form.

Students will appreciate your attendance during the instruction session. The students need to hear from you about their assignments, resources and research expectations, and will likely have questions that is best answered by the instructor.

Your librarian will request a copy of your assignment prior to the instruction session. Providing as much information as possible about the assignment (i.e. syllabus, description of assignment, number and types of sources required, etc.) will assist us in preparing for the instruction session.

The library has two instruction rooms located on the Lower Level that are reserved for library instruction. Librarians primarily teach instruction sessions in the library instruction rooms but can come to your classroom for an instruction session if needed.

Student Learning Outcome: Students will select a topic and brainstorm keywords for the topic

Curriculum: Students will be introduced to the basic concepts of finding and evaluating information sources and documenting them.

The Rhetoric and Composition Library Instruction Curriculum addresses the Information Literacy Goals for Appalachian Students, the gateway skills as outlined by the University’s Vertical Writing Curriculum and is aligned with the University’s General Education Program Goals.

Research indicates that students receive the most benefit from library instruction when it is scheduled in conjunction with a research assignment. Students should be aware of their assignment before coming to the library instruction session. For more information see our library instruction program FAQs on this page.

There is a very high demand for library instruction during the fall and spring semesters so the more lead time you can give the better. Scheduling a minimum of one week in advance of your instruction date will allow the librarian adequate time to:

• Discuss the specific information needs of your students
• Create a lesson plan
• Reserve a library instruction room at your preferred time
• Create instructional materials (i.e. handouts, library research guides, etc.)

Yes! It can be frustrating for students when materials are not available. Please allow us to put your materials on reserve and alert other librarians of requirements and due dates.

Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.

More about Scholarship as Conversation

Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.

More about Information Has Value

Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.

More about Authority is Constructed and Contextual

Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.

More about Information Creation as a Process

Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.

More about Research as Inquiry

Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

More about Searching as Strategic Exploration

Framework for Information Literacy for Higher Education

We assist those who pursue knowledge by providing expertise in developing the core competencies of information literacy, technology, critical thinking, and communication skills. The University Libraries Information Literacy and Instruction (ILI) Program uses advanced pedagogical methods and practices to enable students to become active participants in the learning process by helping them think critically and creatively, communicate well, and employ effective strategies to collect and interpret information.

1. To prepare Appalachian graduates for life in an information-based society, enabling them to make effective lifelong use of information, information resources, and information systems;
2. To enable students to apply critical thinking to the discovery and use of information;
3. To strengthen students’ information-seeking abilities as a fundamental component of their education at Appalachian so they are competent in using the resources and services of the University Libraries;
4. To ensure that Appalachian faculty and staff are knowledgeable about the library’s teaching mission and the library/classroom partnerships and research assistance programs we can provide;
5. To ensure that Appalachian faculty and staff are aware of the resources and services of the University Libraries and can employ them effectively in their teaching and research.