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Manchester Campus Library

Manchester Information Literacy Instruction

Library Instruction Menu

The instruction menu below provides a sampling of our most requested and timely library instruction topics along with how much time is needed to cover each topic and the key objectives of each. All menu items can be customized to meet the specific needs of your course and desired student learning outcomes. This is not an exhaustive list. We are always happy to collaborate with faculty to learn about your courses, and to design new library instruction and resources.

Please use the Library Instruction Request Form to schedule instruction. Requests for library instruction should be placed at least two weeks in advance of the requested date of instruction. Contact Yoli Bergstrom-Lynch (yoli.bergstromlynch@ctstate.edu or 860-512-2874) if you have any questions.

INTRODUCTION TO THE LIBRARY
TOPIC       TIME REQUIRED     POINTS COVERED FRAMEWORK CONCEPTS
Library scavenger hunt  60 minutes 
  • Students use an app called Padlet and work in teams to explore the physical spaces of the library and discover how to locate and use key services and resources. Takes the place of the shorter library tour.
  • Searching as strategic exploration 
Library tour  10-15 minutes 
  • Brief walkthrough of library to highlight key spaces, services, and resources 
  

TOPIC DEVELOPMENT
TOPIC TIME REQUIRED POINTS COVERED FRAMEWORK CONCEPTS

Brainstorm research topics

 15-20 minutes 

  • Brainstorming topics using select library databases (e.g., CQ Researcher, TopicSearch, Issues & Controversies) 

  • Narrowing or broadening topics to fit the scope of the research project  

  • Identifying keywords for searching 

  • Understanding research is iterative & topics/questions evolve                                                                                               
  • Research as inquiry 
  • Searching as strategic exploration 

SEARCHING FOR SOURCES
TOPIC TIME REQUIRED POINTS COVERED FRAMEWORK CONCEPTS     
Search library databases  30 minutes 

  • Basic and advanced search techniques in general or specialized library databases 

  • Keyword searching 

  • Refining results 

  • Finding full text 

  • Using database citation and email tools 

  • Searching as strategic exploration 

  • Research as inquiry 
Search the library catalog  15-20 minutes 

  • Finding books on a topic 

  • Requesting books through interlibrary loan and the library consortium  

  • Locating books in the library 

  • Understanding how to use books for research 

  • Searching as strategic exploration 

  • Authority is constructed and contextual 
Find data & statistics  10 minutes 
  • Introduction to finding data and statistics on a topic using library databases and online resources (e.g., Census data, CT Data Collaborative, Pew Research Center, Bureau of Justice Statistics) 
  • Searching as strategic exploration 
Citation chaining (use sources to find sources) 15 minutes 

  • Students learn to use one good information source to locate other relevant sources 

  • Discover how new scholarship builds on existing scholarship

  • Scholarship as conversation 

  • Searching as strategic exploration 

EVALUATING SOURCES
TOPIC             TIME REQUIRED POINTS COVERED                                                                                                     FRAMEWORK CONCEPTS
Distinguish between source types 10-15 minutes 

  • Distinguish between primary and secondary sources, popular and scholarly sources 

  • Identifying the types of sources needed for a research project 

  • Authority is constructed and contextual 

  • Information creation as a process 

  • Scholarship as conversation 
Evaluate sources  30 minutes 

  • Evaluating the credibility and relevance of a variety of information sources 

  • Understanding the importance of context, information need, and audience in evaluating sources 
  • Authority is constructed and contextual 
Anatomy of Scholarly Articles  10 minutes 
  • Identifying the key parts of a scholarly article, their purpose, and uses in relation to student research questions 

  • Scholarship as conversation 

  • Research as inquiry 

THINKING & WRITING WITH SOURCES
TOPIC TIME REQUIRED POINTS COVERED                                                                    FRAMEWORK CONCEPTS
Synthesizing sources  20 minutes 

  • Students learn to use a synthesis matrix to identify how sources relate or “speak” to each other 

  • Identifying consensus, debates, and gaps in existing literature 

  • Understanding the importance of literature reviews 

  • Scholarship as conversation 

  • Research as inquiry 
Integrating sources when writing using BEAM method  15 minutes 
  • Students learn to categorize sources according to the BEAM model (Background, Exhibit, Argument, Method) to identify the purpose and function of each source within a research paper

  • Authority is constructed and contextual 

  • Information has value 

CITING & MANAGING SOURCES
TOPIC TIME REQUIRED POINTS COVERED                                                                                                                                         FRAMEWORK CONCEPTS
Citing sources  

Option 1: 30 minutes 

Option 2: 10 minutes 

  • Option 1: Creating reference lists and in-text citations in required format (APA, MLA, Chicago, Vancouver, etc.) 

 

  • Option 2: Students learn the common elements found in a citation regardless of documentation system. They will be able to determine the type of source (e.g., academic journal, newspaper, website) cited based on citation elements. 

  • Information has value 

  • Scholarship as conversation 
Using information ethically  20 minutes 

  • Understanding plagiarism and why citing sources matters 

  • Understanding when to cite and how to avoid plagiarism 

  • Information has value 

  • Scholarship as conversation 

CRITICAL AI LITERACY
TOPIC TIME REQUIRED  POINTS COVERED                                                                                                                                                                                                                                                              FRAMEWORK CONCEPTS
Introduction to Generative AI   Self-paced Learning Module 

  • Students learn key AI concepts and how generative AI works

  • Students learn the strengths and limitations of generative AI relative to library databases and resources

  • Students learn to identify AI tools relevant to academic research and understand their specific capabilities and uses

  • Authority is constructed and contextual 

  • Information creation as a process

  • Information has value
Brainstorming with AI 15-20 minutes 

  • Students learn to brainstorm topics using select library resources and generative AI tools like Perplexity, ChatGPT, and Gemini

  • Students learn to develop and optimize research questions for use with generative AI tools

  • Students learn to identify keywords for searching using traditional methods and generative AI

  • Students learn to identify the strengths and limitations of generative AI for academic research and the importance of approaching research holistically (e.g., AI as only one tool in the toolkit and not the first)
  • Authority is constructed and contextual
  • Information creation as a process
  • Searching as strategic exploration
Evaluating AI Generated Content 20-25 minutes

  • Students learn to critically evaluate AI-generated content using the lateral reading techniques of fact-checkers and library discovery tools

  • Students learn how to vet AI generated citations

  • Students will understand the the potential for hallucinations, bias, mis- and disinformation
  • Students will recognize the value of library resources

  • Authority is constructed and contextual

  • Information creation as a process

  • Searching as strategic exploration 
Using AI Ethically & Responsibly Self-paced Learning Module 

  • Students will recognize the potential ethical dilemmas associated with using generative AI in academic research (e.g., academic integrity, data privacy, copyright, labor exploitation, etc.) 

  • Students will develop strategies to address ethical dilemmas, including being transparent about AI use and engaging in proper citation practices  

  • Students will learn the impact of AI-informed decisions on personal academic growth, peers, and society

  • Information has value 

  • Information creation as a process