Welcome
Thank you for your interest in collaborating with the Library Department on instruction.
This page will introduce you to information literacy instruction services offered by the Library Department and to the benefits of incorporating information literacy instruction into your course.
We invite instructors to place a request for a library visit to their class using the form linked on this page. We look forward to working with you, and please contact us with any questions at libinstruct@uwlax.edu.
Defining Information Literacy
Murphy Library uses the following definition for information literacy from the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education:
Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
The learning goals of information literacy, as in most other disciplines, are that students gain and practice particular skills, but also that their understanding of concepts leads them to reflect on how they act. As the ACRL describes it, information literacy empowers students as "consumers and creators of information who can participate successfully in collaborative spaces.”
Information literacy shares close relationships with digital literacy, media literacy, research methods, writing and rhetoric, ethics, and even business. Information literacy is not a box to be checked; it is a way of being that needs to be reinforced and built upon throughout a student’s academic career, regardless of discipline.
Our tips for developing deeper understandings of information literacy:
Building information literacy needs practice. Students often encounter bottlenecks in their learning, which can be overcome with regular opportunities to apply their skills, followed by intentional feedback that reinforces concepts. One support strategy is to break apart larger assignments to allow students to refine their work and understanding of research step by step. Information literacy can't be fully developed in a single session or assignment.
Make room for reflection. As we mentioned, information literacy consists of skills but also of behaviors and understandings. Metacognition and critical thinking are central to becoming an information literate citizen. To support students in this, create space and time for their cognitive processing through reflective exercises like discussions or research logs that allow students to keep track of their progress. Providing feedback on these reflections helps students better understand their growth, a cycle that encourages deeper learning and self-awareness.
Benefits of Library Instruction
Information literacy is both its own form of study and present in all disciplines. It can look different depending on context, and that can lead its practices to be overlooked or assumed. Collaborating with a librarian on instruction allows instructors to identify what they are already achieving in their courses and to advance areas that are crucial to student success.
Building in supports to make the implicit explicit in your curriculum benefits students by addressing their prior knowledge and guiding their learning. Information literacy is transferrable by nature; the competencies students gain sustain them throughout their education and onward in their careers and lifelong learning.
Common Instruction Topics
- Evaluating source credibility
- Research process (developing a topic, writing a literature review, etc.)
- Understanding different source types (scholarly/popular, primary/secondary, etc.)
- Search strategies (using library databases, selecting search terms, etc.)
- Citation support
- AI literacy
- And more!
Library Department Student Learning Outcomes
The Library Department approved the current set of Student Learning Outcomes in December of 2024 as part of our mission (see Bylaws II. A. 1.) to “set Murphy Library’s curriculum for teaching.” The creation of these programmatic SLOs was guided by the ACRL Framework as well as the American Association of Colleges and Universities’ (AAC&U) Information Literacy VALUE Rubric. Feel free to explore these documents if you would like to learn more about teaching and assessing information literacy!
- Search: Students will conduct searches by employing appropriate tools and adapting strategies to access information relevant to their needs.
- Evaluate: Students will critically evaluate sources of information, considering the authority of the creators and contextual factors influencing the information’s creation, dissemination, and purpose.
- Credit: Students will credit the original ideas of others through proper attribution and citation.
- Create: Students will create information intentionally, considering the impact of contributions on others.
Library Instruction Policies and Procedures
Our library instruction guidelines have been put in place to help to create an effective learning experience for students.
- We require 2-week notice for all instruction requests. You can request instruction via our library instruction form or by reaching out to a librarian directly. For general instruction questions, you can email libinstruct@uwlax.edu. Please allow 2 business days for a response.
- Information literacy is our area of expertise. Our librarians will work with you to create a lesson plan for our classes together based on your course learning outcomes and assignments. We will do our best to accommodate your class schedule, but we are not able to always accommodate all content if we are not allotted enough time.
- To optimize instructional effectiveness and student engagement, assignments should be introduced prior to the library session. This ensures that students view the session as directly relevant to their coursework and come prepared with informed questions. Ideally, the session should be scheduled at a point in the semester when students are actively applying the related knowledge, thereby reinforcing learning through contextual practice.
- Instructors are required to be present at the scheduled instruction session. Experience shows us students are more engaged with instructors present.
- Please provide the instructing librarian with information on any accessibility accommodations required for your class ahead of time.
Course Integration vs. Library Instruction
Information literacy course integration is different from how we traditionally think of library instruction. This approach positions faculty as co-creators with librarians, working together to implement a coordinated, effective information literacy curriculum throughout a program or major.
This work is faculty-driven, not mandated administratively or outsourced to a third party. Infusion like this rests on the idea that curriculum design is led by course instructors leveraging their expertise to apply information literacy to disciplinary contexts. By taking this approach, information literacy can be scaffolded into students’ learning, which allows for consistent and repeated practice and for increasing depth as skills develop.
Interested in integrating information literacy?
Librarians regularly consult with course instructors and collaborate on assignment and course design related to research and information literacy within new or existing courses. Please contact Sarah Bakken, Kendall Morgan, or libinstruct@uwlax.edu to get started.
The library is also working to connect instructors to teaching resources and to their peers, across disciplines, who teach research and support UWL students' information literacy. We offer community-building professional development opportunities and welcome all UWL employees to join us:
Fall 2026 Library Series
In fall, we offer Teaching Research Across Disciplines, a series of three workshops spread over the semester. The workshops cover foundational topics in information literacy, and instructors walk away with practical tools and adaptable classroom activities. The workshops are discussion-based, giving participants the chance to connect with peers, listen, and share their own teaching ideas.
Our next workshop will be held in ML room 121 on Friday, November 20, at 11am. Hope to see you there!
January 2027 Intensive
Do you want to help students navigate today’s complex information environment to become active citizens?
Teaching Research for Civic Life is a three-day intensive training that explores the intersection of information literacy and civic engagement, offering evidence-based strategies, pedagogical approaches, and instructional tools.
Murphy Librarians recently received a small grant to host a professional development opportunity for UWL faculty, staff, and graduate students in teaching roles. The project aims to equip educators with resources to help prepare their students for informed participation in civic life. While no stipend or reward can be offered through the grant-awarded funds, participation offers valuable tools and skills, plus those who complete the training receive the Teaching Research for Civic Life Certificate.
Enrollment is limited. Learn more and kindly apply at the link below by December 1st.
Apply for Teaching Research for Civic Life
Dates: January 12-14 (Tuesday through Thursday), 9am-4pm
Location: ML 121
Breakfast and lunch will be provided each day!
