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Faculty Support & Services

Instruction Services

students in a classroomLibrary & Research Instruction

ELAC Librarians are committed to providing quality information literacy instruction and instructional materials to both students and faculty.

Visit our Instruction Services webpage for more information:

Information Literacy

ELAC Libraries strive for continuous improvement in our instruction and support services.

For more information on how we tackle assessment both in and out of the classroom, please visit our Departmental Assessment webpage at


Our goal is to develop a body of information literate students who are capable of using critical thinking and inquiry skills to evaluate, assess, challenge, and create information as college-level researchers.

As such, ELAC Faculty Librarians are committed to working closely with faculty across all disciplines on the incorporation and scaffolding of research skills.

Below are some tips, reminders, and best practices for ELAC faculty:

  1. TIMING: Give the assignment or research prompt well before a library instruction session or before they take a library workshop. It's difficult to retain new research skills when they are not contextualized around an assignment. 
  2. RESOURCES: Contact a librarian to make sure we have the resources you’re asking students to find. When in doubt, just stop by or call the Research Help Desk!
  3. RUBRICS: Give clear, consistent, and explicit research expectations and rubrics. For example, let students know exactly how many books, articles, websites, etc. they are expected to find and which citation and formatting style to use.
  4. TERMINOLOGY: Use clear and consistent terminology, and do not assume knowledge. For example, make sure students understand what you mean when you discuss "citations," "scholarly / peer-reviewed / academic articles," "primary sources," and other academic concepts.
  5. SCAFFOLD: Reinforce the skills they've been introduced to in the library or in the past throughout the class. Library instruction sessions are not one-stop shops for independent college researching. Students need to be encouraged to continue practicing these skills throughout their courses. Scaffolding research skills is the key to success!
  6. ENCOURAGE: Remind students that there are plenty of people on campus that can support and guide them. Encourage help-seeking behaviors by providing a list of campus resources on your syllabus (don't forget about the Librarians at the Research Help Desk!)  in addition to encouraging students to attend office hours.

If you are interested in learning how to better incorporate information literacy skills in your classroom and maximize your students' learning, please feel free to contact any of our Instruction Librarians to set up a one-on-one consultation.

The Association of College and Research Libraries (ACRL) has developed a framework through which college librarians can approach the teaching and learning of information literacy skills. 

ELAC Librarians use the Framework for Information Literacy for Higher Education as a theoretical and practical guide when interacting with all of our students, whether we are working one-on-one with a student at the Research Help Desk or facilitating a customized research session for a class of forty students.

The Framework is organized into six frames, representing interrelated information literacy concepts:

  • Authority Is Constructed and Contextual 
  • Information Creation as a Process
  • Information Has Value
  • Research as Inquiry
  • Scholarship as Conversation
  • Searching as Strategic Exploration

The Framework allows faculty and librarians to encourage and guide students to question, engage, and participate in the creation and evaluation of information as college-level researchers.

authority is constructed and contextual info creation as a process information has value research as inquiry scholarship as conversation searching as strategic exploration

Posters from Bucknell University, Betrand Library, Research Services.

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