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Information Literacy Instruction

The libraries provide hands-on, assignment-driven instructional library research sessions in support of the information literacy skills of our students. 

We offer three session types...

  1. Introductory session in your classroom:  A 5 to 15 minute session to introduce your students to a librarian, library resources, and/or to a research guide customized to your class.
  2. Guided research session in the library classroom (or lab classroom): A librarian will provide a brief overview of search strategy and pertinent sources, provide guided examples, and answer questions and assist students with one-on-one searching.
  3. Follow-up research session in the library (or lab classroom): A librarian will provide a brief recap of either preliminary session, then assist students one-on-one or in  small groups as they need help. 

Combining the introductory session with either or both of the library classroom/lab sessions can be a highly effective way to support your students’ research.

When completing the linked form below, please:

  • Provide all of the requested information so that we may better prepare for your session. 
  • Submit only one class session at a time.
  • Submit your request two weeks in advance of the instruction date request.
  • Plan ahead so that students have a general topic and an understanding of the assignment prior to the session.

Instructor attendance is required at library instruction sessions. Your presence allows you to field questions about the assignment/research topics and demonstrates to your students that you value research skills as an integral part of your course.

You should receive a confirmation within three days. If you have any questions regarding classes at Central campus, please email  information literacy librarian Mary Beth Parkinson at or call her at 215-619-7480.  For classes at West Campus email librarian Kevin Strunk at or call him at (610) 718-1912.

Information Literacy & MC3's General Education Core

Information literacy is a learning goal of the College’s general education core. The College follows the guidelines for information literacy articulated in the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education (linked below). This Framework was adopted by the ACRL board in February of 2015 and supersedes the former ACRL Standards for Information Literacy. The Framework is comprised of six Frames. Each Frame has a corresponding set of “Knowledge Practices” and “Dispositions” (habits of mind) that the information literate student demonstrates and acquires through exposure and practice in identifying, using, and applying information.

Incorporating this new framework into your course

The Curriculum Committee here at the College requires that all new and substantially modified courses develop an information literacy statement. This entails reviewing the ACRL Framework, providing a description of a learning activity or assignment, and identifying the Frame and associated knowledge practice(s) and associated disposition(s) that the learning activity/assignment exemplifies. Limiting the statement to the identification of one or two Frames and associated Knowledge Practices and dispositions is ideal. A tool that inspires and encourages the development of the vital skills of information literacy, the ACRL Framework encourages thoughtful reflection on the location, use, and evaluation of information. The Information Literacy Librarian reviews the information literacy statements and librarians serve as a resource to faculty in this process. ​