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Faculty and Staff Resources

Jim and Patsy Rose Library Instructional Program


The Library Instruction Program exists to contribute to the mission of the College by designing and delivering information literacy instruction that is user-based, on demand, customizable, and remotely accessible. Librarians, in collaboration with faculty, teach students the skills they need to become information literate individuals, allowing them to attain their academic goals, participate successfully in the workforce, and become lifelong learners.

In adherence with the ACRL’s Framework for Information Literacy for Higher Education, an information literate individual should be able to:

  1. Determine the extent of the information needed.
  2. Access needed information effectively and efficiently.
  3. Evaluate information and its sources critically and incorporates selected information into his or her knowledge base or system.
  4. Use information effectively to accomplish a specific purpose.
  5. Understand the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally.   

Student Learning Outcomes

Please note, library instruction in any specific course will likely not cover all of these outcomes, but they represent the instructional activities provided by the library to students across the curriculum. 

These outcomes were derived from the ACRL’s Framework for  Information Literacy for Higher Education

An information literate student is able to do the following.

  1. Recognize the need for information
    1. Identify a need for information (e.g., research paper, presentation)
    2. Define an overall plan and timeline for acquiring needed information
    3. Determine a focused and manageable topic
    4. Explore general information sources to increase familiarity with the topic
    5. Refine topic based on review on initial information
  1. Identify and select resources to meet information need
    1. Identify the value and unique functions of various resource types (e.g., books, periodicals, websites) and their formats (print, electronic).
    2. Identify the purpose and audience of potential resources (e.g., scholarly vs. popular).
    3. Determine available resources and services at Rose Library
    4. Determine availability of needed information and make decisions to broaden search beyond local resources (e.g., CCLinc, ILL)
    5. Select resources appropriate for the topic
  1. Search resources for information to meet need
    1. Identify key concepts and terms that describe the topic
    2. Determine search terms by identifying keywords, synonyms, and related terms for the topic
    3. Construct a search strategy using appropriate commands (e.g., Boolean logic, truncation)
    4. Implement search strategy across various information retrieval systems (catalog, databases, web) to retrieve information in a variety of formats
    5. Use various classification systems to locate information
    6. Assess the quantity, quality, and relevance of search results to determine whether other methods should be used or other resources searched
    7. Identify gaps in the search strategy and refine search strategy as needed
  1. Evaluate information
    1. Evaluate sources for reliability, validity, accuracy, authority, timeliness and point of view or bias
    2. Evaluate information for suitability for the topic
  1. Use and Incorporate Information
    1. Read the text and select main ideas, restate concepts in his/her own words, and identify material that can be quoted
    2. Organize gathered information using various technologies
    3. Synthesize main ideas and concepts
    4. Integrate new information with previous information or knowledge
    5. Record citation information for future use
    6. Communicate the information product (paper, presentation, report, etc.) to others
  1. Understand the ethics of information use
    1. Demonstrate an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own
    2. Understand the concepts of intellectual property and fair use of copyrighted material
    3. Select and use an appropriate documentation style to cite sources consistently 

Types of Instruction

The Library offers a variety of instruction to meet the needs of CCC's students and faculty.

  • Seated Instruction
  • Breakout Box Activites
  • Online Instruction
  • Reference Consultations
  • Course Integrated Instruction
  • General Services

Seated Instruction

Orientation Sessions

These sessions are not designed as information literacy sessions. Rather, they are offered as sessions meant to expose students to the Library’s services and resources. Library orientation is not an attempt to teach the information seeking process, but rather to give students the foundation in order to begin the information seeking process in later instruction.

Library orientations may be scheduled to take place within the first two full weeks of the course.

Assignment-Based Instruction

These sessions, designed as information literacy sessions, focus library instruction around a specific class assignment. Student interest increases when the library session relates directly to the assignment. While these sessions are individually tailored, each session will map back to one or more of the established student learning outcomes.

Plagiarism/Citation Workshops

Instructors of courses where learning a citation style is not a learning outcome can request a plagiarism/citation workshop. These workshops will take place during a scheduled class time and include direct instruction on the applicable citation style and time for students to work on creating citations for their own assignments. 

Breakout Box Activity

Breakout Box puzzles can be used to introduce or review topics in almost every discipline. Instructors will meet with a librarian to help choose an appropriate puzzle. Then the librarians will develop the puzzle by making and copying the activities, set-up the locks, and come to class to facilitate the activity. This can be a great way to reinforce difficult concepts within a course, or expand thinking by providing an "out of the box" experience. Please contact Leslie Queen via email or phone 704-669-4058 for more information. Courses that have used the Breakout boxes include: Medical Terminology, Spanish, English, Biology, Mathematics, and Cosmetology.

Scheduling Instruction for Seated Courses

To schedule instruction for seated classes contact Leslie Queen via email or phone 704-669-4058.

Online Instruction

Research Guides 

The Library offers research guides for the general subjects taught at the College, as well as for specific classes and assignments as requested. The Library can create a research guide containing course or assignment specific library resources and applicable tutorials for any class taught or any assignment. 


The Library can create online tutorials specific to an information literacy concept if one does not exist to fit the instructional need (i.e., how to search a particular database). 

Requesting Research Guides or Tutorials

To request a research guide for a specific subject or course, please contact Lisa Trexler via email or phone 704-669-4042.

Research Consultations

Students may request a one-on-one consultation with a librarian to assist with research and information needs. These consultations can be in person or virtually (via phone or web conference) and can be scheduled Monday-Thursday between the hours of 8:00am-7:00pm or on Fridays between 8am-12:00pm.

Consultations require at least 48 hours notice, excluding weekends, from the time of the request. Sessions length will vary depending on the student’s information need, but should typically last 20-30 minutes. For more information, see Research Consultations. 

To schedule a research consultation with one of our librarians please contact Lisa Trexler via email or phone 704-669-4042.

Course Integrated Instruction

Instructors may request to have a librarian embedded in their online or hybrid course for an entire semester or on an by assignment basis. For both types of course integrated instruction, instructors must be willing to work closely with the librarian and feel comfortable providing the librarian with access to their course in Blackboard.


In order to request a semester-long librarian in a course, the course must be research intensive. In this format, the librarian maintains a Library discussion board where she will post tips and tricks, answer questions, and work with students throughout the semester.

Assignment Based

If there is one or two assignments where students would benefit from having a librarian present, a librarian can be requested for a particular time period during the semester. In this format, librarians will help your students with the assignment during the specified time period.

Please note that all requests might not be accommodated due to librarian availability.

To request this service from one of our librarians please contact Leslie Queen via email or phone 704-669-4058.

General Services

Ask Us

Ask Us is a service provided by LibAnswers that allows students to ask the Library and Help Desk questions via our website and receive answers via text message and email.

Reference Desk

The reference desk is a student’s point of contact with professional librarians for research needs, including the following: 

  • Providing assistance and guidance on how to use the library collections and electronic resources (catalog, databases, eBooks, etc.)
  • Providing assistance and guidance with MLA and APA citation styles

Development of Instruction

Seated and online instruction will follow the same development process.

  1. Instructor requests instruction one week or more before preferred date. The request must include the assignment(s) the library instruction will focus on (excluding Orientation Sessions).
  2. Instructing librarian consults with instructor for clarification of goals and outcomes as needed.
  3. Instructing librarian designs instruction, aligning the course and assignment goals to the internally developed set of ACRL based learning outcomes.
  4. Instruction is delivered.
  5. Librarian requests materials from instructor for assessment purposes if needed.

Assessment of Instruction

The Library is interested in the effectiveness of it instruction. For that reason, assessment will take place regularly with classes in assignment based sessions.

Citation Analysis

Instructors might be asked to provide the Works Cited/Reference pages of students’ assignments in order to perform a citation analysis.

Pre/Post Test

Instruction sessions might begin with a pre-test and post-test to test student knowledge before and after the instruction is received. 

Guidelines for Requesting Instruction

To request library instruction, please contact Leslie Queen via email or phone 704-669-4058.

  • At least one week notice is requested for seated and online instruction. Two weeks or more is preferred. This allows the librarian to prepare adequately and to accommodate preferred dates. 
  • When requesting assignment-based seated and online instruction, the instructor should provide the librarian with a copy of the assignment(s) when they contact Leslie . This is to ensure the librarians develop a session relevant to students’ needs.
  • The instructor should plan to attend and participate in the session. Students are more motivated when the instructor is present, especially when he/she is adding comments and asking questions relevant to the assignment. If the instructor cannot attend, the session will need to be rescheduled.
  • Instruction should be scheduled within a few weeks of the assignment due date. If instruction occurs too early in the semester or too far in advance of the assignment’s due date, students will often fail to see the relevancy of what they are learning. If it occurs too late, they will not have a chance to put into practice what they have learned.