These guidelines are for faculty and instructors interested in having a librarian teach in their courses. Following them allows librarians to create the most effective and engaging instruction sessions for your students.
- Scheduling – Request instruction at least 2 weeks in advance.
This allows your librarian to schedule and design a session customized to your course. Librarians are not typically able to accommodate last-minute requests, and do not provide sessions or tours on a walk-in basis.
Note for sessions in Archives & Special Collections (A&SC): For A&SC classes with an existing materials list and few expected format changes, the minimum amount of notice is 2 weeks, but new classes require more notice. We strongly encourage faculty to reach out as soon as possible because of limited time slots available for special collections instruction. Classes without an existing materials list should be requested before the quarter begins to arrange for consultation and curation. Contact Monica Keane, Archives & Special Collections Librarian.
- Instructor presence – Attend your library instruction session(s), barring emergencies.
This ensures you are aware of the sources and issues covered in class and can answer student questions about course assignments. Your presence also emphasizes that the library session is an integral part of the course.
- Communication – Meet with your librarian (in-person, Zoom, or phone) to discuss your course context and goals for the session.
Your librarian will design a customized session and is ready to discuss possibilities. If you are working with a librarian for the first time or if your assignment has significantly changed, a conversation is critical. Your librarian can share options for resources, activities, and concepts on which to focus.
You may also wish to debrief your library instruction session with your librarian afterward. We value your feedback and seek to improve our teaching.
- Learning outcomes – Collaborate with your librarian on learning outcomes for the session, including discussion of assignments that it will support.
What do you want your students to know or be able to do after the session? How will you describe the session to students? Answering these questions with your librarian will help them develop focused learning outcomes. Librarians can provide guidance on the amount of content that can reasonably be covered in a single session.
- Assignment description – Share your assignment description with your librarian and with students in advance of the session.
Course-integrated library instruction is most effective when students have a project to complete for a grade or are completing a graded assignment during the library session. Library sessions are most effective after students are fully oriented to their assignment and have an immediate, concrete need for the information literacy skills we teach.
Providing your assignment description to your librarian allows them to tailor their teaching to your assignment. Include details about the types of resources you expect students to use or not use (e.g., books, peer-reviewed articles, etc.). You may also wish to provide your syllabus and/or student paper topics, as relevant.
General library use policies apply in instruction sessions, including those about service animals and conduct. Please obtain your librarian’s consent before recording a session.
Questions and concerns should be directed to Rachel Wishkoski, Head of Instruction & Assessment, for resolution.