Contact Information
Jason Ezell
Jason Ezell

 

Jason is available to answer any questions you have regarding the Library Instruction Classroom.

Library Instruction

Teaching + Learning Team

Mission

The Teaching & Learning Team provides learner-centered information literacy and research instruction for students, faculty, and staff at Loyola University New Orleans. The content and delivery of our instruction is designed to meet the information needs of the individual or group and to address related media, data, and technological literacies. We work with faculty and staff to integrate this instruction into all levels of the curriculum in order to enhance the success of our students in their coursework and their future pursuits. An understanding of the broader social and ethical implications of information encourages the Jesuit values of thinking critically and acting justly. In teaching to engage information meaningfully, we contribute to the education of the whole student.

Team Goals

  1. Integrate and phase information literacy instruction over the course of student curricula.
  2. Support research at the point of information need, in a variety of spaces and using a range of media.
  3. Partner with university community on pedagogical, research, and scholarly communications projects.
  4. Promote library services and resources as central to the university culture, both on campus and to the broader community, including visiting scholars.
  5. Strategically assess the impact of research and information literacy instruction on learning.

Information Literacy

Information literacy is the set of concepts, practices, and dispositions necessary to engage information both meaningfully and efficiently.  As such, it is critical to any project in which finding, evaluating, and using information is required.

Information literacy is not just instruction in how to operate various information technologies; rather, it refers to fluency with a broader information environment of which such technology is an important part.

Information literacy promotes awareness of the variety of contexts (technological, rhetorical, social, cultural, economic, and legal) which condition the creation, access, distribution, and use of knowledge.

Monroe Library’s Teaching & Learning Team sees information literacy as more than a set of discrete skills and draws upon the Association of College & Research Libraries’ Framework for Information Literacy for Higher Education (2016) to shape our instruction program.

In turn, the library instruction program supports the Loyola Core Competencies, which expressly include information literacy.  It also fosters the university’s Jesuit values, which prioritize critical thought.  By teaching information literacy within the major programs, as well as in the Core, we also support SACS Accreditation Standard 3.8.2, which states that “The institution ensures that users have access to regular and timely instruction in the use of the library and other learning/information resources.”

The Monroe Library instruction program identifies target courses for collaboratively teaching information literacy learning objectives which reflect students’ programs, disciplines, and levels.

Technology Instruction

The Teaching & Learning Team recognizes a range of approaches to use when teaching technology.  Whether for students, staff, or faculty, self-directed tutorials are frequently an ideal orientation to a new tool.  Monroe Library collects and creates such tutorials, making them available through its learning objects repository Wolf-LOR and on its website. These tutorials are often demonstrations of key functions of a specific software.  

Learning how to apply such tools in a critical way usually requires a different sort of approach -- one which features active, reflective, and collaborative learning.  We design this type of instruction in a variety of formats, and we tend less to stress a particular tool or software than we do a related literacy (i.e. data or media literacy), or metaliteracy.

As with information literacy instruction, technology instruction may be mapped to target courses and specific learning objectives, particularly when it is considered essential to the program’s field.