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Library Services 2024-25

This guide explains how you can access library services and resources, updated for the 2024-25 academic year. It includes information about hours & services available for students, faculty, and guests at the Elihu Burritt Library.

Library Instruction Services

Library Instruction Services In-person and Online flyer explaining what information literacy instruction librarians can provide for faculty

What is Information Literacy Instruction?

Information literacy instruction for students teaches skills in identifying information needs, finding information, evaluating it, and using it appropriately and ethically.

Our instruction is informed by evidence-based research and practice organized into six frames of learning (the Information Literacy Framework for Higher Education) created by information professionals at the Association of College and Research Libraries (ACRL). To provide insight on what might be included at the IL instruction sessions, here are the six frames and examples of the knowledge practices associated with each frame:

Information Literacy Frame

(Listed alphabetically, not sequentially to the research process)

 Knowledge Practices Examples       Associated with each Frame

(Complete list here)
Authority is Constructed and Contextual
  • define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event);
  • use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility;
  • understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sources;
  • acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice;
Information Creation as a Process
  • articulate the capabilities and constraints of information developed through various creation processes;
  • assess the fit between an information product’s creation process and a particular information need;
  • articulate the traditional and emerging processes of information creation and dissemination in a particular discipline;
Information Has Value
  • give credit to the original ideas of others through proper attribution and citation;
  • articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;
  • understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information;
  • recognize issues of access or lack of access to information sources;
  • make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.
Research as Inquiry
  • formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information;
  • determine an appropriate scope of investigation;
  • monitor gathered information and assess for gaps or weaknesses;
  • synthesize ideas gathered from multiple sources;
  • draw reasonable conclusions based on the analysis and interpretation of information.
Scholarship as Conversation
  • contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session;
  • critically evaluate contributions made by others in participatory information environments;
  • summarize the changes in scholarly perspective over time on a particular topic within a specific discipline;
  • recognize that a given scholarly work may not represent the only or even the majority perspective on the issue.
Searching as Strategic Exploration
  • identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information;
  • match information needs and search strategies to appropriate search tools;
  • design and refine needs and search strategies as necessary, based on search results;
  • use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;

At the time of the request, instruction librarians will collaborate with course faculty to determine which practices will be targeted during the session and how they relate to the course learning objectives.

Request An Instruction Session

The instruction request form may be used to schedule an information literacy session conducted in-person or online. In addition, this form may be used to request the creation of various online research aids such as a course guide, video tutorial, and other services.

Please submit one form for each session requested. Requests should be made at least one (1) week in advance for previously taught classes and two (2) weeks in advance for classes librarians have not previously taught or new materials requested. A longer lead time will ensure your librarian's availability, particularly during the Fall semester.

Best Practices for the Instruction Session

If there is a research assignment, experience tells us that scheduling the instruction session soon after the introduction of the assignment is the most effective timing.

Space is provided through the request form to upload a copy of your assignment.

We ask that you attend the information literacy session to affirm its importance with students, keep aware of what students are learning, and answer any questions about content or assignment requirements that may arise. Our experience shows that students are more engaged and attentive when their professors attend the session.

Other requests or inquiries should be directed to Joy Hansen or Martha Kruy.

Library Services for CCSU Faculty

Your courses are in Blackboard...and so is the Library!

You have seamless access to Library resources in all Blackboard courses including access to databases, research and citation guides and more.  

Screen shot of library resources in Blackboard

There are two main access points:

  1. For faculty who have already built their courses, you can now upload Library Resources as a Content Area.  Instructions are found here.

  2. Library Resources have also been added to Blackboard’s “Pre-built Templates” – Basic, Enhanced, and Enhanced Plus. Instructions are found here.

Please contact the Center for Teaching by email cti-help@ccsu.edu or call 860.832.2081 for assistance.

Course Reserves

Course Reserves

The purpose of Course Reserves is to assist teaching faculty by providing a facility in which there is controlled circulation of class material needed by their students. Traditional and digital course lists are accessible through CENTRAL SEARCH by Instructor or Course Name.  Signing into CENTRAL SEARCH first is essential for locating the material.

Here are detailed instructions on how to request items be placed on reserve.

 

Finding OER to Supplement Course Materials

Open Educational Resources 

You can find ways to supplement the material using Open Educational Resources (OER). It is possible to find OER in your discipline, which students can then access online. While the OER you find may not be exactly like the original textbooks or materials you used for your course, they will still provide important resources for student learning in these extraordinary circumstances. 

To learn about and find OER, please visit: http://libguides.ccsu.edu/OER 

For help finding materials related to your subject, or with any other OER-related questions, contact the OER Library Team:

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