Gingrich Library: Your Success Is Why We're Here!
Albright College is committed to maintaining the highest standards of information literacy and creative thinking in both its curriculum and its campus culture. The Albright College Gingrich Library provides comprehensive information literacy modules and works diligently with faculty to intergrate the standards set forth by the Association of College and Research Libraries (ACRL).
Assignments -- Asignments, IL Modules and IL tutorials
ACRL Framework--The new ACRL Framework that replaces the standards
The Old Standards- the ACRL division of the American Library Association has set the highest standards for College and University level Information Literacy. These standards have since been rescinded and replaced with the ACRL Framework.
Getting Assistance -- Who to contact to get assistance.
The Gingrich Library Information Literacy Core Competencies learning modules are aimed at providing a comprehensive foundation for information literacy skills for Albright students at all levels. Utilizing a variety of methods addressing various learning styles (visual, audio, and kinesthetic) and sensitive to Bloom’s educational taxonomy, the modules simultaneously teach essential skills and satisfy the IL requirements outlined by the Association of College & Research Libraries (ACRL). Each module also addresses one of the standard IL goals of Locating, Assessing, or Using resources.
Comprehension and grading
Brief grading Rubrics are included for the general freshman modules. A pre and post-test survey is being developed and will be administered before and after each module to determine if comprehension of the lessons has been achieved. This survey will be a subjective assessment aimed at guiding instructional goals and adjustments and will be delivered as either a paper survey or as a Turning Point clicker presentation.
Assignment-focused instruction
Faculty are encouraged to work with librarians to develop assignment specific information literacy training sessions. Numerous studies have shown that assignment –based IL initiatives are far more successful that the traditional, broad based bibliographic instruction (BI) session, and result in greater comprehension, assimilation, and long-term retention of IL skills by the students.
