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Library Instruction

This guide provides goals, activities, planning tools, and instruction resources for planning and delivering instruction at Brooks Library.

ACRL Framework

The Framework for Information Literacy for Higher Education is currently in a draft form as the revision to the Information Literacy Standards created in 2000. The Framework is based on 6 threshold concepts (metaphors):

Authority is Constructed & Contextual

Information Creation as a Process

Information has Value

Research as Inquiry

Scholarship is a Conversation

Searching as Strategic

One of the reasons for the change is that the old standards don't allow as much flexibility. Adopting threshold concepts allows librarians the ability to track levels, or thresholds, of understanding instead of specific issues. As a result, it provides a frame on which to plan a session, and the ability to plan sessions that more closely relate to a faculty member's request.

For further information on Framework specifics, visit ACRL's Framework website.

Instruction Goals at Brooks

The ultimate goal of Brooks Library’s Information Literacy Instruction is to assist students in understanding how to access, use, and create information. Our aim is to assist students during their time at Central Washington University, but also develop a foundation for students as they transition into being information literate citizens beyond their time at Central. The purpose of these goals is to provide areas of focus. Here's the website version of our instruction purpose.

Authority as Constructed and Contextual

1.1  To assist students in understanding the differences between information sources and what gives them authority

1.1  To guide students in experimenting with various approaches to evaluating information and be able to apply it to their daily information uses

Information Creation as a Process

2.1  To introduce students to various published formats in order to know when to privilege information from one format over another

2.2  To understand that format and method of access are separate entities 

Information has Value

3.1  To explain the importance of citation and how to use appropriate citation in order that students can meet discipline specific requirements

3.2  To clarify the meaning and implications of intellectual property in the United States 

Research as Inquiry

4.1  To assist students in developing research skills to be used in the classroom and their daily life

4.2  To expose students to different search strategies and tools that will inform their research

Scholarship is a Conversation

5.1  To culture digital citizenship in students and explain why information integrity matters

5.2  To foster critical thinking in students as they evaluate resources and their contributions to a discipline or topic

Searching as Strategic

6.1  To clarify the research process and the necessary information resources required along the way

6.2  To inform smart information choices by teaching the importance of selecting authoritative information sources

*Updated March 13, 2015

100-Level Goals

When thinking about outcome design, you can use the following guide to help design appropriate outcomes for various levels of instruction. Outcomes are mapped to Brooks Library information literacy goals.  

Mapped Outcome Examples