- Last Updated: Jul 18, 2024 9:06 AM
- URL: https://library.uregina.ca/instruction
- Privacy Policy
Through our instructional services, we strive to help all students learn, integrate, and apply research skills and knowledge to succeed in their academic studies and become capable researchers in a world where information literacy is required of all lifelong learners and empowered citizens in diverse communities.
The content of library instruction is tailored to meet the needs of your students. We partner with you to provide students the skills and knowledge they need at the level of assignment, course, or program. Information literacy instruction typically aims to engage students in one or more of the following six core concepts as they relate to the discipline(s) they are studying in:
A few workshops and presentations that library & archives staff and faculty regularly provide include the following. Any session can be customized to meet the particular needs of your group.
| Session | Outcomes |
|---|---|
| Finding and Understanding Data and Statistics | Awareness of data sources, differentiating between raw and interpreted data, understanding data visualization |
| Conducting Literature Reviews and Evidence Synthesis | Understanding the goals of literature review and/or other forms of evidence synthesis, tools and processes in synthesis projects |
| Scholarly Publishing and Communication | Understanding and engaging with traditional and emerging models of scholarly publishing and communication |
| Academic Integrity | How/when/why to cite, types of academic misconduct and consequences, effective note-taking, summarize/paraphrase/quote |
| Formulating Research Strategies | Understanding how search engines function, understanding filters and other facets of search engines, thinking about search strategically |
| Navigating Specialized Research Tools | Understanding when specialized tools and resources are appropriate, Proficiency in using unique features of specific research tools |
| Citing Sources | Understanding citation styles, how to find resources to help create citations |
| Fake News | Examples of misinformation, defining and spotting fake news, evaluating sources, critical thinking |
| Introduction to Library Research | Using Quick Find, keyword search, refining a search, advanced search techniques, selecting a search tool, ILL requests, research guides, practice searching databases |
| Library Orientation / Library Services | What an academic library offers, library website and related services, library help desk and related services, understanding LC call numbers |
| Responsible Use of Artificial Intelligence | Understanding the functions, strengths and weaknesses of AI, considering ethical implications of using AI in study and research |
| Archives Orientation/Archival Research | Understanding archival principles, practices and research strategies. Introduction to the holdings of the University of Regina Archives |
These are just a few examples. Connect with your subject librarian to discuss what other topics and skills they and other specialists in the library and archives can support your students with.
We provide instruction in the mode of your choosing. Bringing your students to the library & archives allows for us to engage them in interactive workshop-style learning. However, we will come to your classroom, Zoom room, or other setting as appropriate to your students’ needs and course modality.
Where possible, we integrate active learning strategies and techniques that require students to develop critical thinking skills in concert with information literacy skills. This is most effective when we can work collaboratively with you in developing and planning learning outcomes and lesson content and format.
The library & archives also develops learning materials for use in UR Courses. While these might be provided as stand-alone resources, they are most effective when used to supplement instruction provided by a librarian or archivist.
Students learn information literacy skills best when related instruction is anchored in program curriculum and scaffolded from introductory courses through upper level seminars. When considering the information literacy skills your students need, engage your subject librarian in a conversation about how to help students develop increasing competency over the whole of their program of study.
Because we want to ensure that your students receive the skills and knowledge that will help them succeed in their academic programs as well as their future careers, library & archives staff and faculty regularly engage in assessment of our instructional program. When requesting instruction for your students, speak with your subject librarian about your desired learning outcomes, relevant information literacy skills, and how you can support them in evaluating student learning.
The library has instructional workshop space for up to 80 participants, supporting hands-on learning for in-person workshops as well as hybrid teaching.
Library and archives faculty and staff regularly engage in professional development to support instructional design, teaching effectiveness, and the use of educational technologies. Librarians and Archivists also engage in research related to teaching and learning.
Our diverse instructional staff and faculty compliment includes librarians, archivists, and library user services assistants. Each member has one or more areas of specialization so that regardless of your students’ needs, we have one or more instructors to support their success in your course or program. Many of our subject librarians are support by a wider team comprised of library & archives faculty and staff, allowing for a more robust and flexible support for your students. To determine which team members are best suited to your particular needs, contact your subject librarian, who will bring in other team members as appropriate. If you are unsure of which subject librarian to contact you can begin by connecting with the Student Success Librarian.
Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning. See the Framework for Information Literacy for Higher Education for more details.