Each School and Program at Manhattanville has a liaison librarian to support teaching and learning. 

Liaisons develop relationships with faculty to support courses by preparing Library Guides, conducting specialized library instruction for classes, and updating faculty on new library resources.

Liaison Librarians (scroll down on the linked page)

Manhattanville College Library Learning Objectives: 

1. Students will seek out what others are saying about their topic and will use various strategies to accomplish this goal.(ACRL Framework-“Scholarship is a Conversation”) Join the Conversation 
    
2.  Students will locate sources on their research topic. Access information and construct effectively designed search strategies using appropriate research information tools to choose and select the type of information source that is relevant to the current information need.(ACRL Standard 1 and Standard 2; ACRL Framework-“Searching as Strategic Exploration”) Locate/Search Strategy 

3. Students will evaluate information and identify how a credible source could be used for a particular need (context). Evaluate information and its sources critically in order to distinguish between reliable and unreliable sources of information, scholarly and popular sources, substantiated facts and points of view. (ACRL Standard 1 and Standard 3; ACRL Framework-“Authority is Constructed and Contextual”) Evaluation of Sources 
   
   
4. Students will cite their sources providing proper attribution.Document outside sources using standard bibliographic citation formats in order to demonstrate the economic, legal, and social issues surrounding the use of information. (ACRL Standard 5; ACRL Framework-Information has Value) Cite Sources.

Manhattanville Library Information Literacy Learning Outcomes:

1. Students will seek out what others are saying about their topic and will use various strategies to accomplish this goal. (ACRL Framework-“Scholarship is a Conversation”) Joining the Conversation

In order to do this students will:

• cite the contributing work of others in their own information production
• critically evaluate contributions made by others in participatory information environments
• identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge
• summarize the changes in scholarly perspective over time on a particular topic within a specific discipline

2. Students will locate sources on their research topic. Access information and construct effectively designed search strategies using appropriate research information tools to choose and select the type of information source that is relevant to the current information need. (ACRL Standard 1 and Standard 2; ACRL Framework-“Searching as Strategic Exploration”)  Locate/Search Strategy

In order to do this students will:

• 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;
• manage searching processes and results effectively;
• seek guidance from experts, such as librarians, researchers, and professionals;
• recognize the value of browsing and other serendipitous methods of information gathering;
• persist in the face of search challenges, and know when they have enough information to complete the information task.
• recognize that a given scholarly work may not represent the only or even the majority perspective on the issue
• recognize they are often entering into an ongoing scholarly conversation and not a finished conversation
• seek out conversations taking place in their research area
• see themselves as contributors to scholarship rather than only consumers of it
• recognize that scholarly conversations take place in various venues
• value user-generated content and evaluate contributions made by others.

3. Students will evaluate information and identify how a credible source could be used for a particular need (context). Evaluate information and its sources critically in order to distinguish between reliable and unreliable sources of information, scholarly and popular sources, substantiated facts and points of view. (ACRL Standard 1 and Standard 3; ACRL Framework-“Authority is Constructed and Contextual”) Evaluation of Sources

In order to do this students will:

• 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);
• match information need and search strategy to appropriate search tools;
• use research tools and indicators of authority to determine the credibility of sources;
• recognize that authoritative content may be packaged formally or informally and may include sources of all media types;
• distinguish between scholarly and popular sources;
• Recognize that authoritative content may be packaged formally or informally and may include sources of all media types;
• distinguish scholarly and popular 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;
• 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.

4.  Students will cite their sources providing proper attribution.Document outside sources using standard bibliographic citation formats in order to demonstrate the economic, legal, and social issues surrounding the use of information. (ACRL Standard 5; ACRL Framework-Information has Value) Cite Sources.

In order to do this students will:
 

• give credit to the original ideas of others through proper attribution and citation;
• respect the original ideas of others;
• articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;
• see themselves as contributors to the information marketplace rather than only consumers of it.

Association of College and Research Libraries. (2016, January 11). Framework for information literacy for higher education. http://www.ala.org/acrl/standards/ilframework#process

“The Association of College & Research Libraries (ACRL) is the higher education association for librarians. Representing more than 11,000 academic and research librarians and interested individuals, ACRL develops programs, products and services to help academic and research librarians learn, innovate and lead within the academic community. Founded in 1940, ACRL is committed to advancing learning and transforming scholarship. ACRL is the largest division of the American Library Association (ALA (“About ACLR,” 1996-2016).

ACRL provides standards and guidelines for Information Literacy. The ACRL Framework for Information Literacy for Higher Education was adopted by the ACRL Board, January 11, 2016. The previous Information Literacy Competency Standards for Higher Education were rescinded on June 25, 2016. The Framework is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skill

This Framework for Information Literacy for Higher Education (Framework) “grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas.” According to ACRL:

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.

The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically:

 • Authority Is Constructed and Contextual

 • Information Creation as a Process

 • Information Has Value 

• Research as Inquiry 

• Scholarship as Conversation

 • Searching as Strategic Exploration             
 (Association of College and Research Libraries, 2016).

American Association of College and Research Libraries. (1996-2021). About ACRL. http://www.ala.org/acrl/aboutacrl

American Association of College and Research Libraries.(2000) Information Literacy Competency Standards for Higher Education http://www.ala.org/acrl/standards/informationliteracycompetency

American Association of College and Research Libraries (2016).Framework for Information Literacy for Higher Education (Note Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016). Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/Framework_ILHE.pdf

Aim

One charge of the Education and Behavioral Sciences Section's Instruction for Education Committee (IFE Committee) is to develop approaches and solutions to the information literacy and instruction challenges faced by librarians who serve schools, colleges, and departments of education. In pursuit of that mission, the IFE Committee produced this document to model on a national level what academic librarians are striving to do at a local level: to provide effective instructional approaches for educators and teacher education faculty in an academic context that supports the overarching information literacy concepts shared across the profession. This interpretation of the Association of College and Research Libraries Framework for Information Literacy for Higher Education (ACRL Framework) is designed to help facilitate that goal for librarians who collaborate and work with teacher education faculty and students. Each academic discipline needs to interpret how the ACRL Framework works best in their context. This document does that for the field of teacher education.

Scope

The Companion Document addresses three roles that information literacy plays in teacher education:

• supporting teacher education students' classroom work in their teacher education program;
• preparing teachers for research skills needed in their career; and
• preparing teachers to support the information needs and practices of their students