Librarians at BCC provide comprehensive, understandable, and practical instruction on every aspect of the research process. Students will learn how to evaluate websites, choose relevant books and ebooks, find academic or scholarly articles, and write citations.
Research with an instruction librarian always revolves around your assigned research project or paper. We will recommend databases, teach website evaluation, and discuss how different source types (books, websites, journal articles, etc.) might best meet students' research needs.
We encourage you to choose the model that best fits your information literacy needs. We would be happy to meet with you to discuss the possibilities in more depth.
One Shot Library Instruction
This traditional method of instruction involves a librarian teaching your class for one session, including all relevant research instruction for the assignment.
This method of instruction allows a librarian to provide information literacy sessions to your students over multiple class sessions. Time allotted can be determined by need and faculty wishes. These sessions focus on smaller bites of information, allowing students to be exposed to complex information over time.
Multiple sessions allow librarians to teach information literacy concepts above what is available in the one-shot method. Extra topics include how to read a scholarly article, how to synthesize articles for better comprehension, and the importance of peer-review in the real world.
This method of instruction involves embedding a librarian in your online or hybrid class space. It is most effective when there is a specific assignment involved and students are encouraged to work with the librarian. For more information and to request this service, see our Embedded Library Services page.
This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas.
Use the links above to select the type of library instruction you prefer: in person or embedded. Each form provides space for you to tell us about your class and what you would like your students to learn.
Please complete the form as thoroughly as possible and be sure to include your research-based assignment.
What is Library Instruction?
Why Library Instruction?
According to library studies, 88% of community college students have not used the library to conduct research of the type faculty require. Library instruction helps students:
I have an appointment off campus during my regular class time; would that be a good date to schedule a Library Instruction Session?
Please plan to attend along with your students. They are motivated when you are there, especially if you participate by adding comments and answering questions about their assignment. Also, you can learn a lot about your students' information-seeking behaviors by seeing them in action. And finally, since new resources are constantly added to the Library's collections, you just might learn something by coming along! Classes will not be scheduled if the instructor cannot be present.
What is an Embedded Librarian?
Embedded librarians are librarians who work closely with faculty in their courses, providing a library resource to students throughout the course of the entire semester via Blackboard. Librarians work with instructors to collaborate and create viable library assignments that utilize library resources and answer student questions regarding library materials. This program looks to create an integrated and sustained collaboration with teaching faculty instead of a parallel interaction through traditional library instruction.
I am teaching upper level/honors course, students should have research skills. Should I schedule a Library Instruction class?
It is often presumed that honors students have a familiarity with library systems and services beyond that of the mainstream undergraduate students (Bush and Wells 1990), but a review of the literature indicates that honors students “are equally as likely as mainstream students to experience ‘library anxiety’ and to be ill-informed about information gathering techniques and strategies” (Snavely and Wright 2003, 299). A number of studies support this statement, indicating that honors students do not, in fact, possess a greater grasp on the research process than other undergraduates (Bush and Wells 1990; Wiggins 1994; Wilson and Mulcahy 1987; Woodard 1996).