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Faculty Toolkit

Resources for faculty on information literacy, library instruction and other library services.

The Library Instruction Session


  • Make sure students have logged in successfully to an on-campus computer.
  • Make sure students are aware of the location of the session. 


  • We ask that faculty members attend the session to support us and to provide additional direction, if needed, to their students. Our experience has shown that students benefit most when both librarian and faculty are present. 
  • Faculty input during the session is welcome and helpful!


  • Encourage students to regularly visit the library’s web site, particularly ‘Ask A Librarian’.
  • For students who may have missed the info lit session, there are many resources on the library's website. Also, librarians are always available for one-on-one assistance.

Scheduling Tips

  • To better the chance of securing your first choice of time and day, allow as much advance notice as possible when scheduling a session. A minimum of two weeks is suggested; more notice improves your chances.
  • Carefully consider the timing of the information literacy session. Instructors have verified that too much time between the session and when students actually work on assignments is not effective. (that is, too early in the semester isn't always the best plan). Also do not schedule an IL session on the day of an exam or the day a paper is due - the attention of the students is almost always focused elsewhere.
  • Provide supporting documentation such as details of your assignment, class vibe, and more. A copy of your syllabus should always accompany your request for instruction.
  • Decide upon clear learning outcomes for the session and communicate these with the librarian.
  • Research and practice has proven that shorter, more frequent sessions are better than one longer session. For example, the complete research process is best covered in this way. We realize this is not always possible given course time constraints. You may, however, be able to consider alternate models (see 'Instruction and Resources' tab).