This collection of tutorials, videos, class exercises, and assessments are designed to be useful no matter how you're teaching--online or in person, synchronously or asynchronously, with a librarian or without. You can find:
Librarians are happy to discuss how we can best support you. Some options include:
Various combinations may be appropriate for your class. If you would like to talk about your course and assignment goals, we can provide recommendations on relevant tutorials and exercises. Or, if we don't have something that covers what you have in mind, we will make it.
If you would like to have a session with a librarian or discuss other options, please use our online request form. A librarian contact you shortly.
The tutorials and videos can be integrated into your course Moodle site, either as an individual link or as a new assignment activity. If you need assistance, please consult the "Moodle Guide" site within Gettysburg's Moodle.
If you're interested in assigning tutorials/videos and want to discuss grading and receiving student responses, either within a tutorial itself or within Moodle, please note this in your class session request.
Our approach to developing students' information literacy skills is rooted in six core information literacy concepts. These concepts, and our local student learning outcomes, are informed by The Framework for Information Literacy for Higher Education from the Association of College & Research Libraries.
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.
Research is iterative and depends on asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry within or between disciplines.
Searching for information is often nonlinear, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops. It requires using various search strategies, depending on the sources, scope, and context of the information need.
Information sources reflect their creators’ expertise and credibility. Sources should be evaluated based on the information need, the context in which the information was created, and how 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.
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.
Information possess 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 socioeconomic interests influence information production, dissemination, and access.