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Information & Research Literacies: Scaffolded Library Support

Example three year information literacy program

First Year  

1. Invite Library staff to attend School and Faculty Orientation Sessions

2. Book library classes for Residential Schools

3. Provide links in Interact to appropriate subject Library Guides

4. Include an online Research Skills Guide with early, low stakes assessment in a core subject.

Students transitioning to academic study typically need assistance understanding the difference between scholarly and non-scholarly materials, learning what library resources are available for them, and evaluating the information sources they've found.

Training with bibliographic software such as EndNote is not recommended at the beginning of first year, when students are learning multiple new systems and have not yet learnt the principles of referencing. Referencing and assignment writing help can be provided by ALLaNs.

Second Year  

1. Provide links in Interact to appropriate subject Library Guides

2. Book library classes for Residential Schools

3. Invite Librarians to present research skills and EndNote training to your students, in person or online.

Students should now feel comfortable using Primo Search to locate subject readings and to find their own material beyond the recommended reading list. They will benefit from learning advanced search techniques and about searching in journal databases or discipline specific sources. Learning how to use EndNote will assist with managing reading material and more efficient referencing.
Third Year  

1. Include a customised Research Skills Guide

2. Invite Librarians to provide search tips and answer students enquiries on subject forums or discussion boards.

Students should be using a wide range of resources, and understand the key discipline specific sources in their field. They will benefit from learning the difference between primary, secondary and tertiary information sources, the information cycle, and how the process of information creation underpins their ethical use of information as consumers, workers and lifelong learners.