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About Grace Library

Information Literacy & Library Instruction

Grace Library is committed to fostering information literacy among the Carlow University community, which is defined as the ability to find, evaluate, use, and communicate information effectively and ethically. Information literacy is essential for academic success, lifelong learning, and civic engagement.

To achieve this goal, Grace Library will provide library instruction programs and services that support the curriculum and programs of study of the University, as well as the individual needs and interests of students, faculty, and staff.

Grace Library's information literacy and library instruction policy is a dynamic document that will be reviewed and revised periodically to ensure its alignment with the library and CTRL's mission, values, goals, and strategic plan. The library will seek feedback from its stakeholders and partners to improve its programs and services and will collaborate with other academic units and departments to promote information literacy across campus and beyond.

Principles of Library Instruction

Library instruction will be based on the following principles:

  • Library instruction will be learner-centered, collaborative, and interactive, using a variety of methods and technologies to engage learners and accommodate diverse learning styles and preferences.
  • Library instruction will be aligned with the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education, which identifies six core concepts that underlie information literacy:
    • authority is constructed and contextual,
    • information creation as a process,
    • information has value,
    • research as inquiry,
    • scholarship as conversation, and
    • searching as strategic exploration.
  • Library instruction will be integrated into the curriculum and aligned with course learning outcomes, assignments, and research topics. Library instruction will be offered in various formats, such as face-to-face sessions, online tutorials, webinars, workshops, consultations, and self-paced modules.
  • Library instruction will be assessed regularly and systematically to measure its effectiveness and impact on student learning and satisfaction. Assessment methods will include both quantitative and qualitative data collection and analysis, such as surveys, quizzes, rubrics, focus groups, interviews, and portfolios.
  • Library instruction will be supported by a collection of instructional materials that are relevant, current, authoritative, accessible, and diverse. The selection, access, resource allocation, assessment, and deselection of instructional materials will follow the same principles and procedures as the library's collection development policy.

ACRL Framework for Information Literacy for Higher Education