Indiana State University Library
Office of Library Instruction


Information Services Support for Learning Communities

part of Learning Communities Handbook, 2000 edition
for the Lilly Project for the First-Year Experience

Table of Contents


 
1. Logistics (scheduling what, where, who) 2. Course-specific Instruction 3. Electronic Course Reserve 4. Information Technology Services
5. Additional Campus Support (non-IT) 6. The Role of the IS Team Member Assigned to an LC 7. The Role of Information Technology in Learning Communities 8. The Information Services Liaison and the Eight Competencies;
Carol Kuhlthau's model of the
Information Search Process
9. The Anchor Course and the Link Course: Library sessions for both? 10. The Role of the Teaching Faculty member, including Preparing Your Students for Their Sessions 11. Where and When Does the Undergraduate Student Learn How to Use Library Resources? 12. The Relationship between Library Instruction in the Freshman Writing Program and in the First-Year Experience (includes chart); literacy issues
13. What Comes First, the Syllabus or the Project? 14. Library Session Content for University 101 (and equivalent) 15. Does My Course Need Library Instruction (self-assessment tool for teaching faculty)
Examples of Instructional Support [word documents]: 16. Library Research Paper Planner for Life Sciences 17. Life Science 101 Library Experience, Fall 1998 [student version; teacher version] 18. CIMT 201 Library Experience Fall 1999 [for secondary ed students]

  The bewildering array of new information services will make libraries more useful and their services more effective, but it will also make them more difficult to use. It can be expected that modern technologies will cause users to become more, rather than less, dependent on librarians...

"But we're a university! We have to have a library!" said Ridcully. "It adds tone. What sort of people would we be if we didn't go into the Library?" "Students," said the Senior Wrangler morosely. -- Terry Pratchett, The Last Continent

Librarians are unanimous in their agreement that a large proportion of college students do not know how to use library tools effectively. Freshmen provide the most pressing problem, though the difficulty continues to a greater or less extent throughout the college course…many librarians testify that even after four years of college, seniors still make blind, fumbling approaches to material for theses. Many graduate students eventually muddle through with much waste of time and effort which is a serious handicap in view of the pressure of present day university work, but even specialists who are at home in the literature of their own fields through knowledge of the subject are often helpless when faced with questions of information in related or general subjects. -- University of Michigan Library/American Library Association, 1936/1938

…Students at the freshman and sophomore levels, if they think about the library at all, do not see it as the most efficient way to get information… -- Janet Brown, Undergraduate Services Librarian, Wichita State University, 1997



 
 
Section 2
Section 3
Section 4
Section 5