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LibraryLEARN - Links for Faculty: Home

List of links and other information regarding LibraryLEARN Information Literacy Modules

What is LibraryLEARN?

LibraryLEARN is a suite of online videos, tutorials, and quizzes covering information literacy (IL). It plugs into your Bb gradebook so you can easily integrate interactive IL learning objects into your course right now.

Wondering how LibraryLEARN (CREDO Instruct) works in real-life classrooms? This brief case study illustrates how Teri Catanio, an instructor and Director of the Career Center at Cairn University, PA, used LibraryLEARN (CREDO Instruct) to increase her students' research and writing abilities--the gains were immediate and persisted long-term, making the professors work easier and the students more successful.

Sample mapping of LibraryLEARN content to a variety of courses: Click Here

CCBC Librarians are available to help with the selection and alignment of learning modules to particular assignments. Please contact Jamie Witman, jwitman@ccbcmd.edu, for help with online learning modules, tools, and resources.

How to use LibraryLEARN in Your Course

Here are 3 ways you can utilize LibraryLEARN in your course: 

1. Before Library instruction
Do your librarians have limited time with students to teach them research and information literacy skills?

  • It can be hard to balance teaching students the conceptual knowledge they need and the basic mechanics of research for their assignments in one sitting. Use multimedia to flip your library instruction. Students can go through multimedia on their own time (before or after class) to get basic concepts of information literacy.
  • Benefit: Librarians can focus their in-person time with students on hands-on searching and practice for their assignment, and reinforcing information literacy concepts.

2. Scaffold throughout your Course
Are you concerned about having enough time to cover your course’s content and incorporate research instruction into your syllabus?

  • Use multimedia to flip information literacy instruction throughout several weeks of your course. Students can go through multimedia on their own time to learn basic concepts and practice research skills. Reinforce IL concepts through the research assignments you planned to give as part of your syllabus - like annotated bibliographies, research papers, etc. Relevant multimedia can be shared with students at each step of a major research project.
  • Benefit: Students can benefit from information literacy instruction without a significant impact on your syllabus.

3. As a Developmental Tool
Do some of your students need a refresher or additional help with how to do research (transfer students, non-traditional students, at risk students)?

  • Use multimedia as a developmental tool to for students who need to review basic information literacy skills. By making materials available online, students can get the help they need without significantly impacting your course syllabus.
  • Benefit: Students who need additional help can benefit from information literacy instruction without a significant impact on your syllabus.

Why does Information Literacy Matter?

Information Literacy (IL) refers to the ability to recognize a need for information and to find, analyze, and synthesize related material from books, articles, websites and more.

CCBC's Information Literacy Competencies

A CCBC graduate:

1. Understands the research process is inquiry based and begins with building background knowledge.

 4. Chooses information sources based on criteria appropriate to the assignment.
2. Recognizes that there are different types of information that are organized and used in different ways. 5. Values varying points of view in information resources and recognizes their own point of view.
3. Identifies key concepts of an open-ended question and broadens or narrows to suit the assignment.

6. Locates information sources from library databases using basic database functionality and simple search strategies.

7. Uses information ethically.
How Can IL Benefit Students?
A 2017 survey of 42,000 students in more than 1,700 courses at 12 major research universities showed that:
  • Retention rates were higher for students whose courses included IL instruction.
  • Students whose courses included IL instruction reported higher average first-year GPAs than those whose courses did not.
  • Students who took IL instruction successfully completed 1.8 more credit hours per year than students who did not.

CCBC Courses Using LibraryLEARN

History - Professor Natalie Forest

Academic Literacy -

Geography -

Psychology - Professor Patricia Quintero-Hall

Contact the Library

For more information on using LibraryLEARN Information Literacy Tutorials in your class, contact Jamie Witman or Elizabeth Godwin.