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Library Instructional Services

This guide will provide information on the Library's Instructional Services Team, examples of collaborations with faculty, and how to partner with the team.

Intro the page

Image of bookshelves with the text, "English Composition Instruction"

Even though English instruction may be standardized (depending on the course or the campus) leading to similar course outcomes, materials can be customized to meet the needs of each individual class. The materials below represent examples of instruction only that can be adapted in many ways. 

NYC

Course & Potential Outcomes Applicable Frames

ENG 110

  
Be introduced to and gain a basic understanding of how to navigate the  library’s general resources specifically our large scale discovery tool, the library catalog and general reference databases to discover information relevant to course assignments Information Creation as a Process

Identify keywords on a research topic in order to perform successful information searches, and discover additional search terms in order to perform more targeted searches

 Searching as Strategic Exploration
ENG 120  

Be able to distinguish between source types (including but not limited to primary, secondary, popular, and scholarly)

 Information Creation as a Process

Evaluate and select sources with regard to their general characteristics (topic relevance, currency, authority, bias, etc.) and their appropriateness for a particular task/assignment

 Searching as Strategic Exploration

Gain understanding of how to navigate and explore more subject specific resources / databases relevant to course assignments

 Research as Inquiry
ENG 201  

Identify and select appropriate and relevant databases or search tools for the academic assignment at hand, and be able to locate subject specific materials including databases and individual journals by titles

 Searching as Exploration

Demonstrate best practices in searching (including but not limited to filtering tools and Boolean searching) relevant library databases and web search engines

 Research as Inquiry

Cite information sources appropriately, and in keeping with the norms of scholarly writing or presentation, and have a firm understanding of why careful citation practice is necessary and how to avoid plagiarism

 Information Creation as a process

PLV

Course & Potential Outcomes Applicable Frames
ENG 110 (Rhetorical Conversations) 
  • Students will be able to determine the audience and purpose for joining the rhetorical conversation around their topic. 

Information Creation as a Process
  • Students will be able to locate at least one video or audio source with a different perspective to help consider how to contribute to this existing dialogue. 

Searching as Strategic Exploration
  • Students will be able to cite sources in MLA format both in-text and on a reference page. 
 Information Has Value
ENG 120 (Visual Rhetorical Cultural Analysis)  
  • Students will be able to identify their discourse community, an artifact they will be analyzing and how that artifact represents their community.

Research as Inquiry
  • Students will be able to locate (2) sources - one from Google and one from QuickSearch - which provide context to their analysis.

Searching as Strategic Exploration
  • Students will articulate why they selected each source and how it could be integrated into their paper.
 Research as Inquiry
ENG 201 (Literature Review)  
  • Students will be able to break down their research question into components in order to select appropriate keywords for searching.

Research as Inquiry
  • Students will be able to identify the most relevant library resources for their discipline-specific research question. 

Information Creation as a Process
  • Students will be able to search strategically for at least 2 sources to include in their literature review. 
 Searching as Strategic Exploration