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Information Literacy Program at Decker Library

A toolkit for MICA's Information Literacy Program

Format

This course will be taught in a synchronous format either online or in person, at the instructor's request. 

In person:

Two sessions in the Library Classroom, back to back weeks. (Preferred.)

Online:

If necessary, this class can also be taught online. Two sessions via Zoom, back to back weeks. The librarians can use the chat function for multi-modal learning.

Optional: The librarians can use breakout rooms for individual help/instruction.

Reusable Content Associated with this Course

There is a worksheet and rubric, to be printed and completed by the students in groups.

There is also a set of slides that walk through the lesson plan.

Lesson Plan

This two-week library session and assignment has students work together to build brief (3-5) slide presentations on a given topic.

Learning Outcomes:

  • Students will be able to quickly evaluate information sources
  • Students will work efficiently in a group dynamic
  • Students will clearly present their research findings to their colleagues

Week 1: Research (45 minutes - 1 hour)

  • Break into groups
  • Conduct background research on one of four predetermine topics on the web
  • Select a reading of 10-20 pages for the group's homework

Week 2: Presentations (1.5 hours) 

  • Build a 4-6 slide presentation on their research
  • As a group, present their topics to their classmates.

Assessment

Assessment Process

  • Collect the printed worksheet during the presentations
  • Enter your initials or a check mark in the appropriate category of the rubric (e.g. "Developing")
  • Return the completed assessment to the mailbox of the Information Literacy and Instructional Design Librarian

 

Program Learning Outcomes Associated with this Lesson Plan

  • Search and Organize PLO 1: Students will be able to search for appropriate information and organize their research as needed.
  • Search and Organize PLO 2: Students will be able to identify core concepts, keywords, and subject headings for discovery of relevant information.
  • Evaluate and Analyze PLO 3: Students will be able to develop an effective search strategy, modify their topic and search terms when necessary, and ask for help when needed.
  • Synthesize and Create PLO 6: Students will be able to synthesize and contextualize information alone and in groups.

Relevant Frame from the Association of College and Research Libraries (ACRL) Framework

  • Information Creation as a Process: 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.
  • Research as Inquiry: Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
  • Searching as Strategic Exploration: Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

 

Decker Library at the Maryland Institute College of Art | Location: 1401 W. Mount Royal Ave., Baltimore, MD 21217 | Mailing: 1300 W. Mount Royal Ave., Baltimore, MD 21217

Research Help: 410-225-2273 / refer@mica.edu | General Questions: 410-225-2272 / circ@mica.edu

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