Instruction at the UMD Libraries
Information Literacy Instruction during COVID-19
Each year, the University of Maryland Libraries teach information literacy sessions for nearly 20,000 students. Teaching is integral to our mission and continues to be one of the most important services we offer our campus community. In response to the COVID-19 virus, we transitioned information literacy instruction online and will continue to offer instruction online during the fall 2020 semester. We understand that teaching comes in many forms and are happy to work with faculty to craft an information literacy experience that works for their individual course and students.
Until we have the opportunity to meet in person again, here are some of the ways that we can help:
- Develop a customized research guide for your course including links to research resources, library tools and services (such as interlibrary loan), overviews of concepts, and more. Faculty can quickly find and import research guides into their ELMS/Canvas course space using the Libguides tool. For examples of course guides, see COMM107: Principles and Practices or GVPT 241: The Study of Political Philosophy.
- Offer synchronous online instruction sessions via Zoom, Meet, Webex, etc. Using the technology available in the platform, we can demonstrate how to use library resources via screen share, communicate important concepts (such as information evaluation of citation styles) through slide decks, or facilitate group work in break out sessions.
- Record asynchronous video sessions. Librarians can demonstrate library resources and databases and communicate important research concepts by recording a screencast. Recorded sessions can be easily shared in ELMS/Canvas courses and allow students to refer back to the material over the course of the semester. For example, see this session that was recorded for a graduate-level information studies course.
To work with a librarian to design an online instruction experience for your students, please visit the Subject Specialist Directory and contact the librarian assigned to your school or college. We look forward to working with you and your students!
Request an Instruction Session.
In addition to our subject area instruction, we also offer specialized programs for the Academic Writing Program (ENGL101), Living Learning Communities, and Special Collections. Please note that due to the COVID-19 pandemic, we are unable to host events for external community groups, such as high schools.
Resources for Instructors
- Request course materials be made available to students via Course Reserves
- Open and Affordable Educational Resources
- Learn about our Top Textbooks Program -- textbooks on reserve for the highest enrollment courses on campus
We empower the UMD community for academic, personal, and professional success. We prepare learners to discover and synthesize information in order to create and disseminate knowledge. We create engaging, innovative, and flexible learning environments.
We seek continual improvement of our teaching through creative, affirmative, and evidence-based practices. We strive to create socially responsible and civic minded leaders of our local and global communities, prepared to effect change through exploration, creation, and dissemination of knowledge. We collaborate with departments and groups across campus.
- Lifelong Learning: We value lifelong learning, which empowers our community members to be independent thinkers and doers and fosters the development of civic-minded leaders.
- Social Responsibility: We view libraries as collaborative and inclusive environments. Our actions are guided by a sense of social responsibility to our local and global communities.
- Ethical Practice: We respect academic integrity. We empower our community members to be ethical participants in the scholarly conversation both as creators and consumers of information.
- Inclusivity: We contribute to the building of an inclusive community of learners by facilitating flexible, creative, and approachable teaching spaces and practices, both physically and virtually.
- Evidence Based Practice: We ensure that our expertise is complemented by engagement with professional literature, use of evidence-based principles, continual evaluation of our teaching practices, and assessment of learning.
The UMD Libraries' Learning Outcomes are mapped to the ACRL Framework for Information Literacy for Higher Education.
Authority is Constructed and Contextual
Learners will be able to differentiate between types of authority, such as subject expertise, societal position, or special experiences. Learners will identify which type of authority is best suited to their individual information need. Learners will be able to determine if a source is authoritative in the context of their subject discipline or research topic.
Information Creation as Process
Learners will be able to differentiate between information formats by examining elements such as writing style, editing and review processes, and presentation of information. Learners will recognize these elements as indicators of quality. Learners will identify which type of format is best suited to their individual information need.
Information has Value
Learners will be able to recognize the inherent societal, intellectual, and legal values of an information source. As creators of information, learners will apply the attribution process appropriate for their specific discipline and information need.
Research as Inquiry
Learners will be articulate a research question through an increasingly sophisticated process including posing and refining simple questions, engaging with debates and dialogues, and seeking diverse perspectives within their discipline. Learners will determine a scope of investigation appropriate for their specific discipline and research question.
Scholarship as Conversation
Learners will be able to recognize and engage with sources of evidence, methods, and modes of discourse within their discipline. Learners will contribute to the scholarly conversation within their discipline at the appropriate level.
Searching as Strategic Exploration
Learners will be able to recognize that research is an iterative process which includes defining an information need, initiating and refining a search strategy, and seeking alternative points of view on a topic. Learners will employ increasingly sophisticated and varied search strategies and will recognize how their own perspective influences their search process.