Reference and Instruction librarians partner with ODU faculty and staff to advance student learning and critical research skills for the entire Ohio Dominican University community.
Librarians can help one-on-one, in the classroom, online, and in Angel with general, discipline-specific, course-specific, and assignment-specific initiatives.
Created by librarians in collaboration with faculty:
- Library Course Resource Pages in Angel ()
- In-class instruction sessions and research consultations
- Handouts, presentations, and tutorials based on research assignments, citing sources, and more ( for a selection)
- Orientations, workshops, and tours
- Consultations with faculty on resources and research skills in the curriculum
- Collaboration on assignment creation
- Collaboration to advance learning outcomes in resource use, search strategy, and research and critical-thinking skills
- Handouts, presentations, tutorials, and collaboration on assignments
- Import these directly into your Course Shell! ()
- Or contact a librarian to create something specific to your course needs
- Embedded links to reference librarians for reference help
- Guides for faculty in Angel Faculty Research Center for utilizing Library technology in Angel
- Consultations with faculty on connecting students successfully with the Library in Angel
- Contact , Reference & Instruction Services Coordinator, at ext. 4585 or stop by to talk with her in Spangler 302;
- Send your request to ; or
- Complete the online
- Expertise in resources: resource selection, access, organization, technology, and current awareness of the latest resources and issues
- Expertise in search strategy
- Expertise in information literacy
- First-hand experience in user behavior
- Understanding of lifelong learning needs throughout and beyond the curriculum
- Connections to resources, learning materials, contacts
- Connections with other support staff
- Active and vital role in student retention
All forms of instruction services are undergirded by a concept and philosophy of information literacy.
Information literacy is reflective of the to "contemplate truth and to share with others the fruits of this contemplation" and its commitment to lifelong learning. Information literacy emphasizes the acquisition, evaluation, and synthesis of information necessary for proper reflection of self, the common good, justice, and truth.
Information literacy is a combination of knowledge and a set of skills that forms the basis for high-quality research and life-long learning and can be defined as follows:()
- Knowledge of information sources and how information is organized and disseminated;
- Ability to recognize when and how much information is needed in any situation; and
- Ability to locate, obtain, evaluate, and use the information effectively.
Consequently, information literacy is a prerequisite for learning to know and understand; learning to act upon knowledge gained; learning to live within the social, political, and cultural spheres of this world; and learning to be.()
According to the , information literacy incorporates a thorough understanding of libraries, the resources they provide, and common search strategies. To summarize, an information literate student is able to: ()
- Determine the nature and extent of the information needed.
- Access needed information effectively and efficiently.
- Evaluate information and its sources critically and incorporates selected information into his or her knowledge base and value system.
- Use information effectively to accomplish a specific purpose.
- Understand many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
For more information on information literacy, visit our web page for the (links are maintained to current resources).
1. Reitz, Jones M. Dictionary for Library and Information Science. Libraries Unlimited, 2004. ODLIS - Online Dictionary for Library and Information Science. 2004. 10 May 2006.
2. Delors, J. Learning, The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO Publishing, 1996. Cited in Bruce, Christine Susan. "Information Literacy as a Catalyst for Educational Change: A Background Paper." July 2002. White paper prepared for UNESCO and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic. 10 May 2006.
3. Association of College & Research Libraries. Information Literacy Competency Standards for Higher Education. 10 November 2008. .