Information Literacy Program

Outlines the plan, delivery and assessment for Information Literacy (IL) at SFU.

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Program Components

The First-Year experience consists of two components that build fundamental knowledge and a skill set for all first-year students to become successful researchers at Saint Francis University. These are a First-Year Personal Librarian and CORE 113 Library Workshops.

First-Year Personal Librarian (FYPL) - All freshman students are assigned a full time Information Services Librarian as their Personal Librarian who can assist them with their research needs during their first year at SFU.

Outreach efforts include:

  • A letter sent to students via email to introduce their liaison
  • Encouragement of CORE 113 faculty to send students to their FYPL for research assistance
  • A Canvas community site to share resources with First-Year students

First-Year Personal Librarians by Last Name

All freshmen students are assigned a librarian to assist them with the transition to library research in an academic setting.

Ms. Renee Hoffman

  • Student last name beginning with  A - G.

Mrs. Marcia Kokus

  • Student last name beginning with H - O.

Ms. Janie Rager

  • Student last name beginning with  P - Z.

CORE 113 Workshops

CORE 113 Workshops - Five workshops covering valuable topics essential to academic success are offered in collaboration with the instructors of the CORE 113/CORE I First-Year Seminar course. Instructors are key in holding students accountable for the completion of this requirement.

  • Any student is encouraged to attend these workshops
  • CORE 113 enrolled students are required to attend all workshops
  • All sessions are 50 minutes in length

The Freshmen component of the Informaiton Literacy Program is designed in support of the CORE Curriculum.

Core Curriculum GOAL # 1: Excel and Lead in Your Field

Learning Objective: 1a. Develop research, quantitative and analytical abilities.

Your Academic Library - Introduces the Saint Francis University Library through the exploration of the library catalog as a tool to access various formats and types of information sources. This foundational session assures that students are capable of achieving higher-level skills in research during their undergraduate years. FYLP Goal 1, 2, 3

 (ACRL: 1.3.a, 1.2.c, 1.3.c, 2.1.c, 2.1.d, 2.2.b, 2.2c, 2.3.a, 2.3.b, 2.4.c, 3.7.c, 5.2.b, 5.2.c).

Searching - Teaches students to explore several of the library's databases as a way to find reliable information that can be either scholarly or popular in nature. FYLP Goal 3 & 4

 (ACRL: 1.2.d, 1.3.b, 2.1.c, 2.2.d, 2.2.e, 2.3.a, 2.3.c, 2.4.a, 2.5.a, 2.5.d, 5.1.b)

Resource Evaluation - Defines and exemplifies the concepts of Scholarly and Popular, Primary, and Secondary. Discusses selecting the best information sources by looking at your assignment, the research topic, and the sources themselves to determine the value that a given resource provides to your work. (Online Module) FYLP Goal 5

(ACRL 3.2a, 3.2b, 3.2c, 3.2d, 3.4a, 3.4b, 3.4c, 3.4e, 3.4g)

Avoid Plagiarism – The workshop presents the ethical considerations when committing plagiarism from the creator's perspective through previewing an example scenario. Highlighting what characteristics identify a correctly attributed paraphrase, summary and quote. FYLP Goal 6

OUTCOME(S)  (ACRL: 2.5.a, 2.5.b, 2.5.c, 2.5.d, 3.1.c, 4.2.a, 5.2.d, 5.2.f.)

APA Citation or MLA Citation – This workshop presents the format for the citation of various types and formats of information resources a student may encounter when building their works cited list. Application of rules are provided in the style manuals APA & MLA with a step-by-step process approach. FYLP Goal 7

(ACRL 4.1 c, d; 5.1 a, d; 5.2 c, d, e, f; 5.3 a, b)

Digital Citizenship


First Year Library Program (FYLP) Goals, SLO’s

FYLP Goal 1: Demonstrate the ability to navigate SFU library in order to access physical and electronic resources. 

SLO 1a: Identify and locate materials on a (CORE 113 or course related) topic using SFU library.

Framework: Research as Inquiry, Searching as Strategic Exploration


FYLP Goal 2: Demonstrate an understanding of how to gain assistance with the research process at SFU library.

SLO 2a: Utilize general library assistance at the Public Services Desk or Help in a Flash, through First year personal librarians (FYPL) or department Liaison Librarian to gain assistance with research requirements.

SLO 2b: Consult relevant Research Guide(s) as a starting point in a research assignment in order to identify discipline-appropriate tools for seeking relevant information.

Framework: Research as Inquiry, Searching as Strategic Exploration


FYLP Goal 3: Effectively conduct searches in a catalog or database using sound search strategies.

SLO 3a: Given a research topic, students will be able to effectively conduct searches in a database or catalog using multiple search boxes, available limiters, and subject headings to locate relevant information sources.

SLO 3b: Identify subject headings and describe the advantage that controlled vocabulary has within a search strategy.

SLO 3c: Examine search results and design or refine needs and search strategies in order to generate a relevant and manageable scope of results.

Framework: Searching as Strategic Exploration, Authority is Constructed and Contextual, Scholarship as                                  Conversation, Research as Inquiry


FYLP Goal 4: Identify the components of a search result in order to help document research.

SLO 4a: Interpret the content of a record from an information source, catalog or database results list by labeling titles, authors, and publication information for various types of sources. 

 Framework: Scholarship as Conversation, Research as Inquiry


FYLP Goal 5: Demonstrate the ability to discern quality resources from inferior, non-credible resources for academic research.

SLO 5a: Define different types of authority, such as subject expertise, title or position and experience in order to determine the credibility of sources. 

SLO 5b: Define and differentiate scholarly from popular and primary from secondary sources and the value each brings to research.

SLO 5c: Define the term “peer-reviewed” in reference to journal articles as part of the publication process lending information a level of credibility.

SLO 5d: Recognize and assess the relationship between an information product’s creation process and its’ value for a particular information need, paying attention to relevance, authority, audience, perspective, and timeliness in order to determine value.

 Framework: Authority is Constructed and Contextual, Scholarship as Conversation, Information Creation as Process, Information has Value 


FYLP Goal 6: Define and demonstrate a knowledge of plagiarism, including avoidance techniques and the consequences. 

SLO 6a: Read and apply the Academic Honesty Policy in order to label a scenario as plagiarism or academic dishonesty.  

SLO 6b: Students will list the differences between paraphrasing, summarizing and quoting being sure to include what is required in order to avoid plagiarism. 

Framework: Authority is Constructed and Contextual 


FYLP Goal 7: Exhibit a working knowledge of citation through the application of at least one output style.

SLO 7a: Give credit to the original ideas of others through proper attribution and citation of resources using one output style.

SLO 7b: Generate a bibliography entry for a book, an article from a database and a website using one output style.

Framework: Information has Value; Scholarship as Conversation, Information Creation as Process