Skip to main content

Faculty: Information Literacy Presentations

Schedule Class Sessions

We are available to teach information literacy sessions for your classes (both in-person or online).

Sessions should be scheduled at least a week in advance. Email, call, or stop by the library to schedule sessions for your classes.

Contact the UCC Library

Customized for Your Class

Online Instruction

Zoom and Customized Canvas Modules/Activities

Contact Jennifer Lantrip, Research & Instruction Librarian to schedule:

  • For those of you who have assignments that require research, the purpose of information literacy instruction is to help your students learn how to find, select, incorporate, and cite sources from either the library or the Web for your assignments.
  • Below is what I've been suggesting, but I am open to new ideas and am willing to do whatever works best for your class. 
  • Please get in touch with me if you are intersted.

Zoom + Assignments in Canvas

  • First, we would want to talk so that I understand what students would need for your assignments and what you would like them to get out of the information literacy instruction. Then I’ll design the lecture and assignments to match
  • We would do any combination of the Zoom sessions, quizzes, discussions, and assignments below. E.g., We could do all of them, just a Zoom session, only a discussion forum, or a Zoom session and one of the assignment options.


  • I’ll schedule a live session and post the invitation in your course. During the live session, students will be able to attend if they would like to. The benefit is that they get to ask questions if they want. The live session is recorded.
  • As soon as its ready, I’ll post the recording of the live session in your course so that students who weren’t able to attend the live session can watch it later.

Assignments in Canvas

  • There are three types of assignments which have different purposes. You could choose to have all or none of these options.
  • I only think it’s worth providing these options if you are able to assign points (usually participation points or extra credit) to these assignments – otherwise, no one will do them, so it’s not worth the time to create them.
  • Quizzes
    • The purpose is basic comprehension of what they just learned. These might be based upon the Zoom lecture or upon an existing short tutorial video. These are multiple choice and true/false. I try to make these extremely easy since the purpose is simply comprehension. These are graded automatically by Canvas.
  • Discussions
    • The purpose of these is usually for them to be able try out what they have learned and discuss how it went with other students and myself. The instructor is also welcome to join in, but it’s not necessary.
    • Usually, the instructions ask them to try something out that they just learned and report back on what they did and how it went for them or what tips they have for other people. They need to make their initial post by a certain date and then respond to two classmates by a later date.
    • These can be great because then I can respond to individual students and make suggestions.
    • The instructor would need to do the grading (you could make it simple: full points for participation).
  • Assignments
    • I would only suggest these if:
      • A.) You want to do the grading and give feedback to the students yourself.
      • B.) You enable me as a teacher in the course so that I can see their submissions and give them feedback on them via the Comments in SpeedGrader. You would still want to assign the grades (you could make it simple: full points for participation).
    • If one of those options sounds good, then the purpose of these is for students to put into practice what they just learned.
    • These assignments usually asks them to go do what they just learned and submit it via Canvas. For example, it might ask them to find an website related to their research topic, discuss why they think it’s a credible source, summarize what they learned from it, provide an in-text citation, and provide a bibliographic citation.
    • They need to submit it by a certain date.
    • I can give them feedback via them comments in SpeedGrader.
    • The instructor would need to grade it (you could make it simple: full points for participation).

Face-to Face Instruction

We tailor each session to your specific class and assignments and focus on resources that would be the most useful for your students. 

You can choose between short, medium, and long sessions or you can schedule multiple sessions where students build upon their skills learned in previous sessions:


10 - 15 min – Find

  • Show your students where to find resources for your class.


25 - 30 min – Find + Evaluate/Use

  • Show your students where to find resources for your class.
  • Discuss evaluating and using resources as part of the research process.


35 - 50 min – Find + Evaluate/Use + Activity

  • Show your students where to find resources for your class.
  • Discuss evaluating and using resources as part of the research process.
  • Students practice what they’re learning in an in-class activity.

Multiple Sessions

Students build upon skills learned in previous sessions.

Umpqua Community College Library, 1140 Umpqua College Rd., Roseburg, OR 97470, 541-440-4640
Creative Commons License Except where otherwise noted, content in these research guides is licensed under a Creative Commons Attribution 4.0 International License.