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Information Literacy Program at Decker Library

A toolkit for MICA's Information Literacy Program


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.)


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 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 / | General Questions: 410-225-2272 /

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