ORU Library Instruction provides, facilitates, and works to integrate enhanced teaching and student learning, guided by established Information Literacy competency standards, learning objectives, performance indicators [1, 2], and the University's mission.

To achieve these goals, Library Instruction creates, plans, and implements a variety of active learning workshops, online resource materials, and research support services designed to:

• Orient students to the library's facilities and services
• Provide engaging hands-on training to help students become more self-directed and motivated in developing critical thinking skills
• Encourage exploration of transformative learning technologies
• Foster positive attitudes toward library resources and services
• Support users in developing efficient and effective life-long information literacy skills, enabling them to gather, analyze, and use information effectively and ethically.

A three-tiered Information Literacy Program, partially integrated into the curriculum, meets student needs at different stages in their academic journey. This framework supports progression through the core concepts [3] central to the higher education environment and information ecosystem.first-year basic information literacy is provided and integrated

• Tier One: Foundational instruction is integrated into a General Education course, where students complete two opens new windowLibrary Instruction (LI) components focused on basic information literacy skills.
• Tier Two: Intermediate instruction is delivered through LI sessions embedded in required courses, such as opens new windowComposition 303, as well as other mid-level courses, building upon foundational information literacy knowledge and skills.
• Tier Three: Advanced instruction is offered through Sr. Paper Library Instruction, emphasizing higher-level information literacy competencies.

At Tiers One and Two, student understanding of instructional content is evaluated through formative assessments, including several short quizzes developed around the core concepts of the ACRL Framework.

To further support student academic success, the library offers two primary types of learning opportunities:

• LIBBIs — Custom-tailored to specific courses or assignments, typically integrated into classroom instruction.
• Library Workshops — Open to all students, these sessions focus on special topics, resources, and skills development.

While both are designed to foster critical thinking and strengthen research and information skills, they differ in purpose, scope, audience, and delivery format.

Faculty Librarians are available to work with you to help facilitate student success. Myra Bloom, Jane Malcolm, and Dr. Angela Sample are available to provide instruction as requested by the faculty and available to meet one-on-one with students for research consultations. See: opens new windowRequest an Appointment with a Librarian.

To request a LIBBI or Library Workshop, or for more information you may contact Professor Bloom (mbloom@oru.edu, 918.495.7174) or your library liaison.

References

1. American Library Association: Association of College & Research Libraries (ACRL). "Framework for Information Literacy in Higher Education." opens new windowhttp://www.ala.org/acrl/standards/ilframework.
2. American Library Association Institutional Repository: Association of College & Research Libraries (ACRL). "Guidelines, Standards, and Frameworks." opens new windowhttps://alair.ala.org/handle/11213/7667.
3. American Library Association: Association of College & Research Libraries (ACRL). "Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians." opens new windowhttp://www.ala.org/acrl/standards/objectives information.
4. American Association of College and Research Libraries (AAC&U). "Information Literacy VAULE Rubric." opens new windowhttps://www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-information-literacy