We can help you with face-to-face instruction for your students finding aids tailored to your curriculum and subject research guides in your field, workshops for you, your department, and your students, online tutorials, and individualized consultations.
What is Information Literacy?
Request library instruction
Library Instruction Handouts
Ideas for Assignments
Find a subject specialist in your area
Find out more about our information literacy program
Faculty Workshops
Useful links

What is Information Literacy?

Information literacy is defined by the CUNY Council of Chief Librarians as being able to:
* Recognize when they have a need for information
* Identify the kinds of information needed to address a given problem or issue
* Develop a search strategy and find and evaluate the needed information
* Organize the information and use it effectively to address the problem at hand
* Use the information legally and ethically
Source: CUNY Council of Chief Librarians Information Literacy White Paper 4/16/2001

Why is Information Literacy Important
The librarians at Lehman College are committed to building information literacy among our students and faculty.
Information literacy brings together new and old concepts: critical thinking, research methods, technological savvy, resource evaluation, active reading, and presentation styles and methods. Preparing students for lifelong learning in their discipline is a goal for the entire campus and
requires collaboration among teaching faculty, librarians, and administrators. 

Request Library Instruction

Library instruction classes are scheduled, by appointment, to assist students in getting acquainted with the library collections and electronic resources. Librarians offer two levels of library instructions.

LEVEL 1 - Entry-level classes take the form of general introduction to library resources and getting around the building. Hands-on exercises are included to teach the online catalog CUNY+PLUS and electronic article databases. Classes take place in one of our electronic labs located in the lower level of the library. Designed for one or two class sessions, introductory sessions support first year classes, such as ENG 110 and 120, and any class where students are expected to do some library research to support their writing.

LEVEL 2 - For advanced subject-specific classes a librarian subject-specialist presents sources and strategies useful for the completion of specific course research assignments. The librarian's presentation and instruction materials (bibliographies and explanatory handouts) are tailored to specific subject areas.

For more information or to schedule a library instruction class contact Prof. Robert Farrell, Coordinator of Information Literacy at 718-960-7761 or robert.farrell@lehman.cuny.edu

Library Instruction Request Form:
online web form http://lca.lehman.cuny.edu/forms/library/instruction.html

To schedule an Education or Psychology class contact Professor Sandrea DeMinco at 718-960-8582 or sandrea.deminco@lehman.cuny.edu.

Library Instruction Request Form for Education & Psychology
online web form http://www.lehman.edu/provost/library/ClassRequestEd&Psych.htm

Calendar of Library Classes
http://www.lehman.edu/provost/library/Instruction/Index.htm

Handouts

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Effective library instruction is a collaboration between librarian and classroom instructor for the benefit of the students. The librarian's job is to help your students make their research assignments for you even better by providing specific, relevant instruction tailored to the need at hand. Here are some suggestions for a happy and productive partnership:

• Contact the instruction coordinator or a subject specialist at least two weeks before the class
• Try out the assignment yourself or in conjunction with the subject librarian to confirm that it works with the available library resources. Write down all the steps of the assignment that students must do.
• Introduce the research assignment to your students at least a week before the library session, so they have some time to think about it.
• Contact your teaching librarian to make sure the library instruction relates to a specific class assignment and supports your curriculum,
• Provide your syllabus and any assignment sheets you have given your students so that the teaching librarian can respond appropriately
• Have library sessions during a regularly schedules class period and make attendance mandatory
• Attend the class yourself and participate. Your students adopt the behaviors and attitudes that you model

Designing Assignments

The websites listed below will assist you with ideas for creating assignments.

Suggestions for Planning and Creating Effective Library Assingments (California State University, Fullerton)
CUNY Library Information Literacy Advisory Council
Libraries Resources for Information Literacy Courses (University at Albany)
Library Term Paper Alternatives: Ideas for Information-Based Assignments (Kings College)
Information Literacy and Writing Assessment Project: Tutorial for Developing and Evaluating Assignments

Assignment Examples 

Critical Thinking in an Information World

An exercise to determine the validity of various resources (books, articles, web pages) through the use of an information assessment inventory.

Rubrics 

Reinforcing Information and Technology Literacy in General Education Courses (The Plattsburgh Tip Sheet)
Note: Click "Cancel" when asked for password
http://faculty.plattsburgh.edu/holly.hellerross/InfoTechLithandout.doc 

Rubrics: for instructors and for students (University of Wisconsin – Eau Claire)
http://www.uwec.edu/markgrjs/rubrics.htm

Find a Subject Specialist in your Area

Librarians by Subject

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More About Our Information Literacy Program

 

Lehman College Library Classes
Our Library Instruction is designed around the Association of College and Research Libraries (ACRL) set of five information literacy standards and twenty-two performance indicators. These standards focus on students in higher education at all levels.
The standards also list a range of outcomes for assessing student progress toward information literacy.

Information Literacy Outcomes (Summary)

Outcome 1: The information literate student defines and articulates information needs by
* Consulting faculty, librarians, peers, and a variety resources
* Utilizing print, media, and Web resources as appropriate considering cost, time, and availability
* Reviewing and adapting the information needed

Outcome 2: The information literate student accesses information effectively by
* Selecting the best method of investigation (research, lab, fieldwork)
* Designing appropriate search strategies (beyond "keyword" and Web browser)
* Utilizing available resources (print, human, database)
* Refining the strategy as the search progresses
* Capturing, managing, formatting, and recording information for effective use

Outcome 3: The information literate student evaluates and incorporates information into their knowledge base and value system (context) by:
* Restating concepts in his/her own terms
* Synthesizing and integrating information into knowledge
* Articulation, expressing, and adapting knowledge in dialogue and communication
* Reviewing and assessing his/her understanding of the issue at hand

Outcome 4: The information literate student uses knowledge (individually or as a group member) to accomplish their purpose by
* Planning, revising, presenting his/her new knowledge effectively
* Utilizing appropriate media and formats

Outcome 5: The information literate student attributes sources without
* Plagiarism
* Invasion of privacy or
* Violation of intellectual property rights
Source: CUNY Council of Chief Librarians Information Literacy White Paper, 4/16/2001

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Examples of ACRL Standarts used to write Learning Objectives for a Library Training Session

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 Useful Links 

Plagiarism
These sites provide excellent pointers for avoiding plagiarism
http://www.lehman.edu/provost/library/LibraryInstruction.htm#plagia

Information Literacy in a Nutshell: Basic Information for Academic Administrators and Faculty (ACRL) 
Provides an overview of information literacy, important facts and concepts for faculty and administrators about information literacy, examples of model programs, and information on locating useful information. http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitoverview/infolitforfac/infolitfaculty.htm

Information Literacy Guide (California State, Fullerton) 
Provides links to information on learning outcomes, research assignments, and course syllabi for various subject areas. 
http://guides.library.fullerton.edu/infocomp/

Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum :
Executive Summary. 2003http://www.msache.org/msache/content/pdf_files/devskill.pdf
The Middle States Commission on Higher Education now includes information literacy assessment as part of the accreditation process for colleges and universities.

Information Competency Tutorials – CUNY
http://libraries.cuny.edu/iltutorial/index.html

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Updated November 6, 2009