USCA Library Instruction Program

• General & Subject Specific Research Guides
• Services for Faculty
• Info Literacy at USCA
• Designing Effective Library Assignments

*Instruction Assessment Form
Instruction Assessment Form

Purpose Statement

In support of the mission of USCA and the USCA library, the library instruction program seeks to enable all members of the college community to achieve information literacy in preparation for lifelong learning in a changing and global society. An information literate person must be able to recognize when information is needed and be able to locate, evaluate, and use the information retrieved as well as communicate information in the required format.

In partnership with teaching faculty, library faculty develop and teach information literacy classes that provide opportunities for students to acquire and practice research skills at all levels of the curriculum. They provide library instruction using a variety of delivery methods, and in a variety of settings.

Program Goals

1. Increase and integrate information literacy into the curriculum.
   • Implement an introductory library resources session during the first year of a student’s career at USCA (i.e. AEGL 101 or 102, ACOM 201, AFYS 100).
   • Increase the use of information resources used for critical thinking.
   • Continue to solicit classes for more subject-specific instruction.
   • Expand and promote the general library instruction workshops to the campus community and beyond.
2. Develop and promote value-added educational information resources.
   • Create web-based resource guides to be placed on the library web site.
   • Increase the accessibility of educational technology.
   • Develop point-of-use instructional aids and resource guides.
3. Devise a system of ongoing evaluation and assessment for all aspects of the instruction program.
   • Solicit input and feedback from teaching faculty.
   • Encourage collaboration and team-teaching with faculty.
   • Develop evaluation forms for participant reaction (based on the current methods used by faculty in the evaluation of semester-long classes).
   • Demonstrate teaching effectiveness among library faculty through the compilation of evaluative comments and peer reviews.
   • Determine desired learning outcomes for different levels of instruction.
4. Provide up-to-date facilities and teaching methodologies for meeting a wide variety of educational needs.
   • Provide hands-on instruction in the library’s classroom or other campus computer labs.
   • Integrate appropriate new education technology into instructional sessions.
   • Increase access to library’s electronic resources for distance learners.
   • Continue to increase awareness of new databases and applications through demonstrations and library publications.
   • Provide library faculty with opportunities to learn and to practice new, as well as traditional, teaching methodologies.

Last modified on: August 28, 2006, at 12:22 AM