Faculty, student, and library staff attitudes toward credit courses, as well as various other instructional methods, for teaching library and research skills were assessed. A surprising number of faculty and students did not know about the courses offered. Although other methods, such as Web tutorials and written guides, are preferred, credit courses may still be considered a viable option. To be successful, the courses must be well marketed to both faculty and students, and their importance and content must be clearly understood by faculty advisors.
The Reference and Instruction Department at Oregon State University (OSU) was charged with creating a vision and goals for its instruction program. This article describes how we used the recently published ACRL Information Literacy Competency Standards for Higher Education as a framework for an initial self-study of our instructional practice and for promoting the concept of information literacy at our institution. The process of assessing our current practice led to discussions with library and campus faculty about the value of information literacy and to a clearer articulation of our instructional mission.
As future professionals, graduate students must be information literate; however, information literacy instruction of graduate students is often neglected. To address this need, we created literature review workshops to serve graduate students from a wide range of subject disciplines at a point of shared need. Not only did this strategy prove to be successful in reaching a large number of students from a wide range of subject disciplines, the data gathered from the students identified some of the gaps graduate students have in their knowledge about library services. [ABSTRACT FROM AUTHOR]
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