COMPREHENSIVE STANDARD CS P26:

The institution ensures that users have access to regular and timely instruction in the use of the library and other learning/information resources.

Learning Resource Center (LRC) instructor-librarians located at the Central Park, Preston Ridge, and Spring Creek campuses conduct instruction in library skills and information literacy (Reference 1). On-campus and off-campus instruction is available during LRC operating hours and at other times by prior arrangement. While general library tours and instruction are readily available, many faculty members choose to arrange for customized instruction tailored to the needs of their students. Learning objectives for library instruction are established through preparatory discussions between faculty members and LRC instructor-librarians.

The scope of library instruction includes the following:

• Traditional academic research skills
• Use of common software tools and equipment for scholarly activities
• Locating and evaluating information for life-long learning

Each instructor-librarian specializes in the literature of defined academic disciplines to ensure that in-depth expertise is available for the many subjects that comprise the CCCCD curriculum.

LRC instructor-librarians have a high degree of independence in the choice of instructional modalities:

• In-person lectures and demonstrations held in the classroom
• In-person lectures and demonstrations held in LRC instructional classrooms
• Hands-on instruction in LRC facilities
• One-on-one consultations with instructor-librarians
• Self-directed instruction using multimedia software products
• Print-based instruction
• Web-based instruction
• Integration of library instruction into course content

In preparing library instruction sessions, instructor-librarians can draw on a shared collection of subject- and skill-specific resources that are housed on a shared network drive (References 2, 3). Instructor-librarians have significant input into the usability and content of the LRC Web site (Reference 4), which is often used as the springboard for library instruction.

Instructor-librarians collect post-instruction evaluations from faculty members (Reference 5) and students (Reference 6). The evaluations are reviewed and discussed by the instructor-librarian and the Executive Director. Feedback from faculty members and students is used to refine and enhance future library instruction.

In response to the LRC 2003 Faculty Survey (Reference 7), 96.9% of faculty “agree” or “strongly agree” that students have many opportunities to receive library instruction. In response to the LRC 2003 Student Survey (Reference 8), 70.2% of students “agree” or “strongly agree” that many library instruction opportunities are provided.

In FY 2001, when CCCCD received a State of Texas Telecommunications Infrastructure Fund grant specifically for library instruction, grant funds provided podium computers, computer projectors, “smart boards,” and wireless laptops for use in instructional programming. At Central Park and Spring Creek campuses, dedicated library instruction space permits additional instruction. A similar instructional space is planned for the new Preston Ridge LRC building.

During FY 2002, attendance at library instruction sessions increased 23.5% to 6,051. Attendance increased an additional 7.7% in FY 2003 to 6,514 (Reference 9). The number of conducted sessions increased 43.1% to 332 between FY 2001 and FY 2003.

The LRC strategic direction with regard to library instruction is to explore avenues for integrating information literacy content into in-person, digital, and self-directed learning. That library instruction is most effective when incorporated into faculty lesson plans and assignments is the LRC instructional philosophy. In addition to serving as guest lecturers at faculty request, the LRC online instruction team is developing modules for faculty who teach in hybrid, self-paced, and Web-based courses. Modules covering library orientation and the use of specific online resources can be incorporated into course content at the faculty member's discretion.

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