Information Literacy Instruction

Our Program

The Library’s information literacy instruction program focuses on crucial elements in the lifelong learning of CityU students. Through program and assignment mapping, librarians work in core courses at each level of a program to build skills over time. In addition to librarian participation in the design process with CCI instructional designers, subject matter experts, and program directors, librarians also collaborate with teaching faculty to deliver instruction. Through collaboration and engagement, we ensure that students learn the critical skills needed to be successful.


  • Collaborate with faculty, instructional designers, and subject matter experts to create and deliver quality embedded instruction that develops information literacy (IL) and critical thinking skills that are transferrable and adaptable to a variety of learning environments.
  • Engage students in scaffolded IL activities that are mapped to specific Program Learning Outcomes (PLOs).
  • Guide students in building specific dispositions and competencies as outlined by the ACRL Framework for Information Literacy.
  • Advocate for instruction and materials that align with and support the diverse needs of our students and community.
  • Create and sustain partnerships with instructional designers, course managers, subject matter experts, and program directors.

ACRL Framework for Information Literacy

The foundation for our library instruction program is informed by the Association of College and Research Libraries’ (2016) Framework for Information Literacy, which serves as a theoretical and pedagogical basis for higher education librarians and faculty teaching metaliteracy and critical thinking skills. The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are:

  1. Authority Is Constructed and Contextual – Information resources reflect their creators’ expertise and credibility and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
  2. Information Creation as a Process – Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
  3. Information Has Value – Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.
  4. Research as Inquiry – Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
  5. Scholarship as Conversation – Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.
  6. Searching as Strategic Exploration – Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

Our instruction program aims to help students build the specific dispositions and competencies outlined by this framework. We hope our program produces lifelong learners who are able to grow, refine, and adapt their IL and critical thinking skills over time, as well as supporting students on their journeys to becoming better consumers and creators of scholarship and information.

Intake Form for Program Managers and Instructors

Coming soon. In the meantime, please use Ask a Librarian to make requests or email

Kudos and Feedback

“I just love that we have Carolyne right here in our ‘class’ as a resource providing such personalized feedback! This is only my second quarter at CityU and having her input in my previous classes would have helped tremendously in finding accurate and trustworthy sources of information for those papers.” – Christina Weaver, Student, Business Administration

“Nothing tames school anxieties like knowing an excellent librarian has your back.” – Student, Master in Teaching

“My experience has been that the quality of the work submitted by students after incorporating the library discussions/activities has been quite apparent. … They are able to substantiate themselves in a powerful way with appropriate resources thanks to these activities.” – Cyndi Meuchel, Instructor

“I believe having a couple of discussion threads with our librarian each quarter has provided my online classes with a nice change of pace, an easy way to be better prepared for the final project, and … they usually learn a thing or two about the options that our library provides them.” – Noel Paterson, Instructor