Instruction at the UMD Libraries
Librarians equip students for lifelong learning and success by customizing instruction sessions focused on developing information literacy, the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning. Information Literacy instruction sessions cover a range of concepts from navigating library databases, locating open access and government publications through the world wide web, evaluating information resources for credibility, integrating sources into research papers and projects, citing and managing sources using free-source tools such as Zotero, and sharing new knowledge through our institutional repository DRUM. We invite you to partner with us in designing a research session for your students.
Request an Instruction Session
- Contact a Subject Specialist Librarian
- Request an ENGL101 Instruction Session
- Request Instruction for Living & Learning Communities
- Request a Special Collections Instruction Session
- Support for High School Visits
Resources for Instructors
- Request course materials be made available to students via Course Reserves
- Incorporate Open Educational Resources (free to use, adapt, and share) in your instruction
- 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.