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Faculty Guide to Information Literacy – Health Science: Adding Information Literacy – Health Science to Your Curriculum

Starter Kit

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InfoLit – Health Science Starter Kit

To hit the ground running, try the following material with students. It will give them a solid start on health-science IL basics without being overwhelming.

Video: Why IL Matters to Faculty

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For instructions on obtaining links to the multimedia, please visit our Help Site: Link Constructor article. 

3 ways to use Information Literacy – Health Science in your class

InfoLit – Health Science gives you a “low lift” option to start incorporating health information literacy instruction in your class and assignments. If your class focuses on information literacy already, the videos, tutorials, and assessments included in InfoLit – Health Science can complement what you’re doing. You can increase instructional time for information literacy by shifting lecture-based instruction to homework (meaning that you will implement a "flipped classroom"), allowing for hands-on, high-impact learning when students come to class.

Here are 3 ways you can use Instruct in your courses: 

1. Before Library instruction
Do your librarians have limited time with students to teach them research and information literacy skills?

  • It can be hard to balance teaching students the health science information they need and the basic mechanics of research for their assignments in one sitting. Instead, use multimedia to flip your library instruction. Students can go through multimedia on their own time (before or after class) to get basic information literacy concepts.
  • Benefit: Librarians can focus their in-person time with students on hands-on searching and practice for their assignment, and reinforcing information literacy concepts.

2. Scaffolded throughout your Course
Are you concerned about having enough time to cover your course’s content and incorporate research instruction into your syllabus?

  • Use multimedia to flip information literacy instruction throughout several weeks of your course. Students can go through multimedia on their own time to learn basic concepts and practice research skills. Reinforce IL concepts through the research assignments you planned to give as part of your syllabus—like annotated bibliographies, research papers, etc. Relevant multimedia can be shared with students at each step of a major research project.
  • Benefit: Students can benefit from information literacy instruction without a significant impact on your syllabus.

3. As a Remedial Tool
Do some of your students need a refresher or additional help with how to do research (transfer students, non-traditional students, at-risk students)?

  • Use multimedia as a remedial tool to for students who need to review basic information literacy skills. By making materials available online, you can give students the help they need without significantly impacting your course syllabus.
  • Benefit: Students who need additional help can benefit from information literacy instruction without slowing down your class. Students who hesitate to admit they need help may appreciate the opportunity to catch up privately.

For more ideas on how to implement these suggestions, please visit our Help Site for Instructional Aids.