Information Literacy Instruction

We offer the following services:

Classroom Instruction

Collaborate with one of our librarians to teach information literacy concepts and skills. We’ll design a customized class session for your class and/or assignment(s) and host you in our computer classrooms.

Assignment Design & Consultation

Librarians can consult with you on the design of research assignments as well as recommend resources. Please contact Carolyn Caffrey Gardner, Information Literacy Coordinator, or your liaison librarian.

Online Learning

We offer a self-paced mobile tour, interactive tutorials, and research guides to build information literacy skills and support your teaching outside of a face-to-face classroom environment. Please contact Tessa Withorn, Online Learning Librarian, or your liaison librarian, for questions and ideas for integration online learning into your course. 

Request an Instruction Session

Information Literacy Curriculum Banner

Taught through:

Taught through:

Taught through:

  • Assignment design collaboration with your liaison librarian
  • Strategic in-person library instruction


General Education

In the Major

  • Identify where the library is located on campus
  • Describe the study spaces within the library
  • Navigate the library’s website
  • Find and use the technologies available including Printing, ATI equipment, and those through the Technology Checkout Program.
  • Identify the library services associated with their student ID card.
  • Articulate ways to receive research assistance
  • Access course materials through course reserves
  • Access library resources off campus and via wifi
  • Describe how the library provides resources necessary for academic success at CSUDH
  • Formulate a research question of an appropriate scope for an assignment
  • Describe research as an iterative, nonlinear, and interrogative process.
  • Describe different types of authority, such as subject expertise, experience, societal position, etc.
  • Identify authoritative information sources based on a specific information need
  • Articulate the capabilities and constraints of various processes of information creation
  • Acknowledge that they themselves may be seen as an authority in particular contexts
  • Demonstrate that skepticism of traditional/standard authoritative sources as a healthy part of the scholarly ecosystem
  • Design searches strategically using different types of searching language effectively
  • Give credit to the original ideas of others through attribution and/or formal citation conventions
  • Manage personal and academic information online with an understanding of the commodification of that information
  • Distinguish between format and method of access, understanding that these are separate entities
  • Select a source that best meets an information need based on audience, context, and purpose
  • Identify the contribution that particular information sources make within an ongoing conversation
  • Formulate a research question that addresses a perceived gap in disciplinary knowledge
  • Seek a variety of perspectives in order to shape their own knowledge base
  • Demonstrate persistence, adaptability, and reflection as components of inquiry
  • Identify how information systems are organized in order to access relevant information
  • Discuss that intellectual property is a legal concept that is socially constructed according to different professions and communities
  • Describe the way that systems privilege some perspectives and present barriers to others
  • Describe the creation and dissemination process of information in a discipline
  • Identify scholarly publication practices and their related implications for access to scholarly information
  • Contribute to the scholarly conversation as creator or critic
  • Track a scholarly conversation within a discipline

CSUDH Library Information Literacy Program Vision Statement

The CSUDH Library’s Information Literacy Program will empower all CSUDH students to engage critically with information throughout its lifecycle in their academic, personal, and professional lives. Our program will inspire inquiry and promote social justice through a proactive approach to teaching information literacy skills. While the library views itself as an integral part of information literacy curriculum on campus, we believe that meaningful partnerships with faculty to integrate information literacy and robust assessment vertically throughout the curriculum are vital for teaching information literacy core competencies.

Resources for understanding and integrating information literacy into the curriculum