Website: TCC Library Mission &amp; Policy: Instruction Program

Instruction Program

Instruction Program Mission

Information literacy forms the basis of lifelong learning. Library instructors support the development of critical thinking and problem solving skills through an instruction program that is integrated with the curriculum. We are committed to developing individuals into discerning users of information who can identify when information is needed, as well as have the ability to locate, evaluate and use the information effectively.

Instruction Program Vision

The Library is committed to student success by supporting teaching and learning across the College. Through all disciplines we facilitate opportunities for students to seek knowledge, analyze it, and generate new material. Instruction is grounded on pedagogically sound principles that advocate best practice.

We work as collaborative partners with faculty to integrate information literacy competencies into the curriculum. Lessons are designed to be flexible in nature to meet the requirements of individual courses and instructors. Instruction may range from an introductory focus on general research skills to more advanced research methods that explore resources unique to specific subjects.

We interact with students of diverse backgrounds and varied learning styles to connect them with the resources and learning tools they need. Instruction takes place in varied settings (group, individual, face-to-face, online, etc.) to meet students at their point of need. We advocate for all students to receive general library instruction early in their college career.

Instruction Program Goals

Introduce students to information resources and provide education in using these resources effectively, efficiently, and ethically.
Partner with instructors to implement information literacy initiatives that enhance student learning.
Expand educational resources to provide similar library resources and services to all students, regardless of the learning environment (face-to-face, online, inside and outside the libraries).
Develop a culture of assessment for continued improvement.
Provide progressive learning environments that foster collaborative or independent learning.

Information Literacy Framework

The information listed below is adapted from the Association of College and Research Libraries Framework for Information Literacy for Higher Education.

An information-fluent student at Tulsa Community College will be able to:

Frame	Learning Outcomes
Searching as Strategic Exploration “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”	• Match search strategies and tools with needs. • Understand how information is organized at the TCC Library. • Demonstrate the process of selecting a research question. • Understand how to implement advanced search techniques in general and subject-specific databases, including using Boolean operators and other advanced search features. • Develop strategies to find accessible and reliable information even beyond college. • Understand that the information ecosystem is networked and students will gain knowledge about how to tap into the networks that will fulfill their information need.
Information Creation as a Process “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.”	• Students will recognize the significance of a wide range of information formats and modes of delivery. • Students will recognize that information communication is affected by the mode of delivery and will choose the best product to meet their information seeking needs.
Authority is Constructed & Contextual “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.”	• Understand that the reliability of an author isn’t necessarily tied to content delivery method. • Gain knowledge of the different types of information available in the vast information ecosystem and be able to compare and contrast popular and scholarly publications, primary and secondary sources, and the roles that each play in the research process. • Understand that creator, content and process can be more important than format when determining information value and the student will be able to determine reliability based on these factors.
Research as Inquiry “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.”	• Seek help when appropriate. • Evaluate resources and determine weaknesses/ assess for gaps. • Determine an appropriate scope for researching assignments. • Understand that research questions may change, subtly or drastically, as more knowledge is gained during the research process.
Scholarship as Conversation “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.”	• Understand that scholarly communication is a global conversation between different authorities and the student will be able to trace their own contributions to that conversation, placing it in context with other authorities in the discipline.
Information has Value “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.”	• Understand what constitutes plagiarism. • Understand that information has value and understand the role that information literacy plays in the students’ lives and how information can be used to affect societal change.

Frame

Learning Outcomes

Searching as Strategic Exploration

“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”

• Match search strategies and tools with needs.

• Understand how information is organized at the TCC Library.

• Demonstrate the process of selecting a research question.

• Understand how to implement advanced search techniques in general and subject-specific databases, including using Boolean operators and other advanced search features.

• Develop strategies to find accessible and reliable information even beyond college.

• Understand that the information ecosystem is networked and students will gain knowledge about how to tap into the networks that will fulfill their information need.

Information Creation as a Process

“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.”

• Students will recognize the significance of a wide range of information formats and modes of delivery.

• Students will recognize that information communication is affected by the mode of delivery and will choose the best product to meet their information seeking needs.

Authority is Constructed & Contextual

“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.”

• Understand that the reliability of an author isn’t necessarily tied to content delivery method.

• Gain knowledge of the different types of information available in the vast information ecosystem and be able to compare and contrast popular and scholarly publications, primary and secondary sources, and the roles that each play in the research process.

• Understand that creator, content and process can be more important than format when determining information value and the student will be able to determine reliability based on these factors.

Research as Inquiry

“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.”

• Seek help when appropriate.

• Evaluate resources and determine weaknesses/ assess for gaps.

• Determine an appropriate scope for researching assignments.

• Understand that research questions may change, subtly or drastically, as more knowledge is gained during the research process.

Scholarship as Conversation

“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.”

• Understand that scholarly communication is a global conversation between different authorities and the student will be able to trace their own contributions to that conversation, placing it in context with other authorities in the discipline.

Information has Value

“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.”

• Understand what constitutes plagiarism.

• Understand that information has value and understand the role that information literacy plays in the students’ lives and how information can be used to affect societal change.

TCC Library Mission & Policy

TCC Library Instruction Program

Instruction Program

Information Literacy Framework