Library Instruction Program

Students will

  • Know where the Library is located on campus, what spaces we offer, the hours we’re open, and how to contact Library staff for assistance.
  • Know what computing services and borrowing privileges are available to them.
  • Know how to access the Library offsite (off campus), via wifi, and using your Library barcode and password (pin).
  • Know how to locate a book.

Students will

  • Identify key concepts and terms that describe the information needed for their assignment.
  • Construct a basic search strategy, demonstrating the ability to narrow and broaden search results.
  • Retrieve relevant information sources from the Library website as well as the open web.
  • Demonstrate awareness of issues surrounding plagiarism.
  • Evaluate information sources for authority, credibility, audience, purpose, and relevance.
  • Identify unstated assumptions in a variety of media. Recognize prejudice, deception, persuasion or manipulation.

Students will

  • Refine a research question for a discipline/contextual purpose.
  • Identify and use appropriate databases for discipline-specific research.
  • Demonstrate familiarity with advanced search strategies and refinements (e.g. database limiters, controlled vocabulary).
  • Demonstrate familiarity with the publication process (how information is produced, organized, and disseminated).
  • Compare and contrast the scope and audience of information sources (e.g. primary vs. secondary, popular vs. scholarly, discipline-specific vs. generalist, current vs. historical).
  • Recognize the context of information within a discourse community.

Accessible Version of Student Learning Outcomes

Libraries are evolving, like all of us, in the age of digital media. We have always played a key role in traditional literacy, and most of us are still fans of the reading pleasure that only physical books can bring. Librarians are also teachers, and in the 21st century we teach students to find appropriate information sources (information literacy), to produce as well as consume information in a variety of digital platforms (digital literacy), and to think critically about media messages (media literacy). Some educators have created new terms, combining the above skills as “metaliteracy” or “transliteracy.”

Whatever your preferred term, a contemporary Library Instruction Program must be student-driven, mindful of the information-seeking habits of today’s generation, and platform-agnostic. Our goal at SSU Library is to inspire students, motivate them to see libraries and information with new eyes, and give them solid grounding in all of the above skills, to be lifelong learners. SSU graduates will not only be competent at researching and using information, they will be empowered by the confidence that comes from an evidence-based intellectual position.

Resources for Faculty

Program Reports & Assessment


Library Instruction Coordinator Felicia Palsson -