Library and Research Instruction

The ACRL's Framework for Information Literacy for Higher Education (Framework) informed our instruction program's learning outcomes. The Framework defines information literacy as "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."

Six frames, each consisting of a concept central to information literacy, compose the Framework. The frames are listed below beneath Library Basics along with our related learning outcomes we developed to guide our work with students. 

By the time students graduate, they will be able to:

Library Basics

• Summarize how the MCC Libraries' resources, services, and spaces can contribute to their success.
• Access help from a librarian or other library staff member.
• Navigate the MCC Libraries' physical and virtual spaces in order to access information resources and library services.

Searching as Strategic Exploration

"Information searching is often nonlinear and iterative, requiring the evaluation of a broad range of information sources and the mental flexibility to pursue alternate avenues as new understanding is developed."

• Explain how information systems are organized in order to access relevant information.
• Search strategically, using tools, resources, and language that meet their needs.
• Approach research as an exploration, exhibiting mental flexibility, creativity, and persistence.

Research as Inquiry

"Research is iterative and depends upon asking increasingly complex or new questions whose answers develop additional questions or lines of inquiry."

• Formulate effective research questions.
• Acquire strategic perspectives on inquiry and a greater repertoire of investigative methods.
• Seek multiple perspectives during information gathering and analysis.

Information Has Value

"Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socio-economic interests influence information production and dissemination."

• Give credit to the original ideas of others through proper attribution and citation.
• Shape their participation in the information universe.
• Follow intellectual property laws and conventions.

Information Creation as a Process

"Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences."

• Consider how information was produced when evaluating that information.
• Use a variety of information products to meet specific information needs.
• Choose appropriate methods of information dissemination depending on purpose and context.

Authority Is Constructed and Contextual

"Information resources reflect their creators' expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required."

• Value expertise and be able to identify experts on their research topic.
• Seek out diverse ideas, worldviews, and resource types.

Scholarship as Conversation

"Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.”

• View scholarship as an ongoing conversation.
• Provide basic context for their own work (e.g., citing and evaluating others' work).
• View themselves as contributors to the scholarly conversation.