Faculty Guide for Library Instruction

The PC Library is here to help you introduce your students to the library resources and research skills they need to be successful in your class. A partnership with PC Library Faculty can take a number of different forms and we're always interested in adapting to fit you and your students' needs. 

Below are several options to create learning opportunities and resources to support your students. If you have any questions, please contact instruction coordinator Kali Van Nimwegen (kali.vannimwegen@phoenixcollege.edu.) .

Types of Library Sessions:

• Basic Library Orientation: introduces students to the services and materials the library has to offer.
  • Options:
    • 15-minute librarian visit to your classroom
    • 45-minute introduction and scavenger hunt in the library
    • 75-minute full class period incorporating additional information relevant to course. (i.e. Library Orientation + Basic citation skills.)
• Research Instruction: tailored to your assignment and provides a clear path for your students to navigate a challenging project. These sessions are aligned to the dimensions of PC's Information Literacy ILO. 
  • Seeking Information: Focus on search strategies to effectively locate information in library databases and the open web. 

    Dimension	Mastery (4)	Proficiency (3)	Developing (2)	Emerging (1)
    Seeking Information	Uses advanced search strategies or techniques to gather information from multiple appropriate systems, collections, applications, or other resources. The information gathered incorporates a diverse range of perspectives or sources to meet the requirements of the specific research need or assignment.	Uses search strategies or techniques to gather information from appropriate systems, collections, applications, or other resources. The information gathered meets the requirements of the specific research need or assignment.	Uses very basic search strategies or techniques to gather some information from one or only a few appropriate systems, collections, applications, or other resources. The information gathered does not fully address the requirements of the specific research need or assignment.	Unable to effectively gather information from appropriate systems, collections, applications, or other resources. Any information gathered does not address the requirements of the specific research need or assignment.

     

  • Evaluating Information: Focus on assessing located sources for credibility and appropriateness.

    Dimension	Mastery (4)	Proficiency (3)	Developing (2)	Emerging (1)
    Evaluation of Information	Consistently evaluates information for quality, accuracy, and credibility, as well as its appropriateness based upon the accepted standards of a particular discipline or assignment. This includes the ability to identify biases, propaganda, and the misuse or misapplication of information.	Evaluates information for quality, accuracy, and credibility, as well as its appropriateness based upon the accepted standards of a particular discipline or assignment. Generally able to identify biases, propaganda, and the misuse or misapplication of information.	An evaluation of the quality, accuracy, and credibility of some sources is present, but lacks clarity or depth. Sources are evaluated for appropriateness based upon an unclear understanding of the accepted standards of a particular discipline or of the assignment in question.	Unable to determine the quality, accuracy, or credibility of information and uses inappropriate or irrelevant sources. No evaluation of the appropriateness of a source based upon the accepted standards of a particular discipline or the assignment in question.

     

  • Ethical and Legal Use of Information:  Copyright, attribution, and other factors of intellectual property. (Rare as main focus - any session can include brief information on the importance of citation and recommended tools.).  

    Dimension	Mastery (4)	Proficiency (3)	Developing (2)	Emerging (1)
    Ethical and Legal Use of Information	Demonstrates a full understanding of ethical and legal restrictions on the use of various types of information (published, confidential, and/or proprietary). Always uses information within context, uses citations and references, and paraphrases, summarizes, and quotes correctly.	Demonstrates a full understanding of ethical and legal restrictions on the use of various types of information (published, confidential, and/or proprietary). Generally uses information within context, uses citations and references, and paraphrases, summarizes, and quotes correctly.	Demonstrates some understanding of ethical and legal restrictions on the use of various types of information (published, confidential, and/or proprietary). Inconsistently uses information within context, uses citations and references, or sometimes paraphrases, summarizes, or quotes incorrectly.	Demonstrates a lack of understanding of ethical and legal restrictions on the use of various types of information (published, confidential, and/or proprietary). Unable to correctly use information within context, use citations and references, and unable to successfully paraphrase, summarize, or quote correctly.

During our sessions we use active learning techniques to engage students. Working with you in advance for collaborative lesson planning will help us to customize sessions to the greatest degree possible. 

To schedule instruction, please fill out this request form (submit one form per session), or contact Instruction Coordinator Kali Van Nimwegen by email. 

1. Instruction sessions will be scheduled on a first come first serve basis.
2. We ask that you request instruction sessions at least one week in advance to give us time to prepare.
3. Instructors are asked to attend the Library instruction session with their class and to participate. Participation might include helping your students during hands-on activities or asking questions to stimulate class discussions. If the instructor is not able to attend the session, a substitute must accompany the class.
4. Library instruction is most effective when a specific assignment is the basis of the instruction. This tends to keep students more involved and interested in the library session. If you do not have an assignment, we are available to help you design one!

In addition to instruction sessions, we continue to develop asynchronous instructional material that support student learning. 

• We can partner with you to create a Research Guide or instructional video for your class

• Search "Phoenix College Library" in Canvas Commons for a variety of learning objects

• Browse our PC Library YouTube channel for ready-to-use instructional videos that cover a variety of information literacy and research topics (the channel is growing, but if you don't see what you're looking for, we are happy to take requests!).