Instruction & Classroom Support
Library Instruction Services
Library instruction facilitates students' engagement in creative and critical inquiry about their research topics using high-quality research and information resources.
Request Library Instruction
Librarians provide instruction for on-campus courses by engaging students in active learning focused on instructor driven research outcomes. Librarians are open to meet with professors prior to the scheduled library session to discuss and help design a research assignment that meets student learning outcomes. Instructors are responsible for accompanying classes during research instruction. Without the presence of the instructor to clarify context and field questions, studies show that research instruction is less effective. Contact the Instruction Librarian email@example.com to request instruction and set up a meeting to discuss your instructional goals at least two weeks prior to the date you plan to bring your class to the library.
Integrate Research Skills into Your Course
What research skills will students need in order to be successful in your course? Your librarian will collaborate in reviewing course assignments to identify and incorporate scaffolded research and critical thinking skills into your class. Contact the Instruction Librarian: firstname.lastname@example.org
Designing Research Assignments
Effective research assignments help your students to develop an appropriate topic, think critically about information resources, and responsibly utilize resources. The instruction librarian can partner with you to:
- Think through an assignment from a research skills perspective
- Verify if resources needed to complete the assignment are available through the Library
- Arrange research support for your students in the library through both class instruction and one-on-one assistance.
- Visit the library's Information Literacy Research Guide for access to hundreds of ready-made research lesson plans or contact the Instruction Librarian: email@example.com
Resource Guides & Tutorials for Instructional Support
Resource guides and tutorials support students in discovering discipline-related resources and learning research skills and concepts. Librarians work with instructors to build guides and tutorials tailored to specific courses, and which can be linked directly to Brightspace.
Explore existing Resource Guides by Subject
Contact the Instruction Librarian to request a new guide for your course: firstname.lastname@example.org
Library Learning Outcomes and Information Literacy Framework
Louisburg College Librarians develop instruction based on our Library Learning Outcomes and the Association of College and Research Libraries’ Framework for Information Literacy for Higher Education.
The Cecil W. Robbins Library at Louisburg College is committed to supporting student learning through its instruction program. There are many ways students learn about information and the research process at the library. They may have an interaction with a reference librarian, attend a library instruction session, arrange a consultation with a librarian, visit the library, or visit the website. The librarians at LC have developed learning outcomes for students that will inform our instruction regardless of the mode.
While library instruction in any specific discipline will be unlikely to cover all of these outcomes, they do represent the breadth of instructional activities provided by the library to students across the curriculum.
Definition: Students will develop the dispositions and skills to develop a realistic topic and plan for research; determine what types of sources they should seek, develop an effective search strategy and ask for help when needed.
Rationale: In order to find the information they need, students must first be able to clearly
define their information need and understand what resources are available to them.
- Identify library services and availability of resources in order to develop a realistic overall plan for research.
- Use general information resources to increase familiarity with the topic and disciplinary vocabulary.
- Define the research topic, question or thesis to achieve a manageable focus appropriate to the assignment criteria, available resources, and evidence needed to support thesis.
- Identify keywords, synonyms and related terms in order to flexibly search information resources.
- Identify the range of information source types available (such as peer-reviewed journals, newspaper articles, books, reference sources, etc.), their distinguishing characteristics and intended audiences, in order to select those appropriate based on the information need.
- Identify the features and content of different research tools (such as databases, catalogs and websites) in order to search those most appropriate to the information need.
- Develop a strategy for persisting in information seeking despite challenges in order to overcome potential roadblocks in research.
Definition: Students will effectively search information resources, modify their search or topic when necessary, seek out sources from diverse perspectives and record what they have found.
Rationale: In an era of information abundance, students need to be able to zero in on the appropriate sources and target their search effectively in order to find the most relevant information. It is also important that they seek out diverse points of view in order to broaden their perspectives.
- Identify and use search language, controlled vocabulary or search features appropriate
to the research tool in order to retrieve relevant results.
- Narrow, broaden, or modify their search, research topic, question or thesis based
initial search results.
- Seek resources from diverse perspectives in order to broaden their frame of reference.
- Select appropriate means for recording or saving relevant sources in order to retrieve
them when needed.
- Observe and use pointers to additional information (authors, footnotes, bibliographies,
controlled vocabulary, etc.) in order to locate additional sources.
- Devise a system for keeping up with the latest research on their topic(s).
Definition: Students will critically evaluate information sources for relevance, accuracy, quality, timeliness, authority, and context as well as appraising whether they have sufficient support for their argument.
Rationale: In order to develop an informed community, users of information must be able to critically evaluate what is presented to them.
- Examine a work’s citation and abstract in order to determine its relevance to their
- Critically examine sources for depth of coverage, quality, and validity in order to select those appropriate to the information need.
- Recognize the cultural, physical, social and historical contexts of an information source in order to understand how they influence the content.
Definition: Students will demonstrate ethical behavior through their use and creation of
Rationale: Cognizance of one’s ethical responsibility to others is critical to developing social responsibility.
- Recognize issues related to privacy, ethics, intellectual property and copyright in order to respect the rights of others, comply with laws and contracts, or safeguard personal information.
- Provide attribution using an appropriate documentation style when quoting or
paraphrasing the ideas of others in order to acknowledge the research sources used.
- Apply the author’s intended meaning when quoting or paraphrasing in order to
accurately represent content.
Explore hundreds of lesson plans in our Information Literacy Resource Guide
Linking Library Resources in Brightspace
Individual databases, Resource Guides, eBooks, films, and articles can be linked directly into Brightspace.
Linking NCLive Databases in Brightspace
Direct links to subject-specific databases can be found here.
Linking Resource Guides in Brightspace
Each Resource Guide can be inserted as a link into Brightspace using the user-friendly link found in the address bar within each guide. For example: https://louisburg.libguides.com/ACA opens directly into the ACA Resource Guide.
Linking (sharing) Articles, eBooks, and Films on Demand in Brightspace
Databases will use a paperclip icon to indicate that a permalink option is available. Permalinks are located inside an article. Permalinks to ebooks and films are found inside each book or film under “share”. By clicking on this symbol, or one similar, a pop-up window will open that contains the link. Copy and paste this link into Brightspace (rather than the URL in the address bar). Occasionally, permanent links will be referred to as stable without any symbols. The “embed” option is for embedding a link into a distinct presentation or document. Use share, not embed, to link an article, ebook, or film to the Brightspace platform.
A Digital Object Identifier — DOI — is a persistent unique identification of an object of any type. These will look like a series of numbers with some punctuation breaking up the various sets (e.g. doi:10.1000/182).
Borrowing & Requests
Check Out Books
Louisburg College faculty and staff may check books out of the library using a Louisburg College ID card. Books are checked out for a month and there is no limit to the number of books or renewals. Renew books at the Circulation desk or call the library to renew over the phone.
Overdue fines are 10 cents per day per book.
The library's online circulation system automatically generates overdue notices to remind patrons of material that has not been returned by the due date. Subsequent reminder notices are sent to remind borrowers to return overdue material. Most of these notices are sent via email.
Books in the Robbins library are arranged according to the Library of Congress classification system. Guides to the Library of Congress classification system are posted on the ends of the shelves in the library.
Interlibrary Loan Request
If the Library does not own the book you need, we can order it for you through our Interlibrary Loan Service. To request an interlibrary loan, email the title, author, and your contact information to email@example.com.
Interlibrary loan requests can also be made in person at the Circulation Desk in the Library by completing a request form there. Please ask a librarian for assistance.
Most interlibrary loan items arrive within two weeks. A notification will be sent by e-mail when the item arrives, and it can be picked up at the Circulation Desk in the library.
Reserve the Computer Lab
There is a Google calendar for the library computer lab to aid in faculty planning and to avoid conflict in the use of the space. Please check the calendar for availability, and then email the date and time of your request to firstname.lastname@example.org.
One-on-One Reference Request
Librarians also offer one-on-one instruction and support to both faculty and students in the use of digital and information-seeking tools.
A librarian can teach you how to navigate the eBook catalog, create your own bookshelf, assign, distribute, cite, and link to eBooks in multiple platforms.
Librarians can help you learn to navigate any of the hundreds of NCLive databases.
Librarians can instruct and assist with multiple citation styles and help you to craft a lesson to teach students how to use the appropriate citation styles.
A librarian can assist you with research for scholarship and writing in your field or with researching materials for a specific class or topic. Contact a librarian to make an appointment.
Use of Library Spaces
The library offers three study zones for student and faculty use:
The Learning Commons is located on the ground floor of the library where collaboration and talking is allowed. Instructors can bring a class into the open library to work on research without submitting a request. For librarian assistance with your class, please see the Instruction Request Form. Please ask students to self-monitor the volume of their voices out of respect for other groups and individuals who are also studying in the library.
The Quiet Study area is located on the second floor or mezzanine of the library. This space is not usually for collaborative study but is reserved for individual computer use and personal study. If you bring a class upstairs into the Quiet Study area for research, please be mindful of other students and refrain from speaking loudly. Ask students not to socialize on the second floor. The Learning Commons downstairs or the computer lab is the best place for verbal instruction or for students to work out loud together.
The Quiet Room is a comfortable space reserved for silent study and reading. It is located on the second floor of the library, all the way in the back right corner, encased in glass to block ambient noise. Wireless internet is available in the Quiet Room for use on tablets, laptops, and mobile devices. There are no library computers in this space. Please use the Quiet study area or the Learning Commons to access library computers.