As part of the CCSF Library and Learning Resources (LLR) Mission Statement,orientation and instructional services are provided to:

1. ensure that students are successful in their academic work at CCSF by developing information competency skills, which are essential for academic success at CCSF, transfer to otherhigher education institutions, and success in the workplace;

2. collaborate with instructors to design effective library orientation and information competency learning opportunities;

3. provide library research and information technology training opportunities for faculty and staff.

Librariansand instructors share responsibility for providing opportunities for studentsto learn and practice information competency (IC) skills. Ideally, informationcompetency instruction would be integrated throughout the CCSF curriculum.

Studentsare encouraged to take advantage of several of the learning opportunitiesdescribed below under III., since there is not yet a required course(s) thatteaches all these information competency skills. A variety of learning opportunitiesare provided in recognition of the diversity of students' learning styles,levels of technological competence, and locations.

Some students need training in basic computer skills (e.g. word-processing,e-mail) before learning the information competencies listed below. At campuseswith computer labs, librarians will direct students to courses and labs for basic computer skills instruction.

Currently,technology infrastructure and staffing limits to some degree the types of IC learning opportunities that can be offered at some of the campuses. However, thegoal is to have equivalent and consistent student learning opportunitiesdistrict-wide.

The componentsare grouped below by two areas: orientation and instruction. Both independentlearning and course-related orientation and instruction opportunities areavailable. Assessment occurs both as part of classroom evaluation practicesand as ongoing evaluations of specific components of the CCSF LLR InstructionalServices program.

Ideally, entering students would be pre-tested using an online self-assessmenttool and then again before they leave CCSF via a combination of instruments,such as self-assessment and instructor-librarian evaluation of a productor task. Current practices for assessment are included below with the descriptionof each learning component.

A. Orientation Components

1. Tours- Some class tours can be arranged for groups of twenty-five or less by makingarrangements with the Rosenberg Library coordinator of reference servicesor the campus librarian at other campus libraries. A virtual tour and an interactive Walking Tour for individuals or small groups is also available for the Rosenberg Library.

2. Resources and Services handout is the Rosenberg Library orientation brochure. Equivalent brochures and guides are available at the other campus libraries. Online orientation pages include Overview of CCSF Library Seravice for the Rosenberg Library and the Rosenberg Library virtual tour. All the campus libraries and some LLR department have Web pages which descirbe resoruces and services.

3. ESL Library Readiness Assignment- This written assignment prepares lower-levelESL students with the necessary vocabulary and understanding of basic conceptscovered in the Library and Web Research Skills Workshops offered at the RosenbergLibrary. The Media Center also offers orientations and campus libraries provide equivalent orientation for ESL students.

B. Instructional Components

1. Library and Web Research Skills Workshops A, B, C, D & W

Currentlyonly the Rosenberg Library offers five, fifty-minute workshops to groups; other campus libraries offer variations of these workshops in their library and/or campus computer lab.

• Workshop A: Using the OPAC- Three learning objectives: 1. general orientation to library and learningresources, services and facilities, with specific information relevant tocampus library where session is offered; 2. overview of the types of informationand learning resources available; and 3. hands-on practice using the onlinepublic access catalog and interpreting the availability and holdings information.
  Assessment: satisfactory performance on the Workshop A assignment.

• Workshop B: Using Periodical Databases- Four learning objectives: 1. understanding of what periodicals and indexes/databasesare and which databases and indexes are available to CCSF students; 2. formulatesearch terms for specific information needs or search queries, using keywordand subject headings in electronic periodical databases; 3. hands-on practiceusing several electronic periodical databases to conduct searches; 4. understandingoptions for obtaining the full-text articles.
  Assessment: satisfactory performance on the Workshop B assignment.

• Workshop C: Internet Basics- three learning objectives: 1. understand basic concepts of the Internet and the Web (e.g., how to interpret URLs; difference between search engines and subjectguides); 2. practice using features of two or three Web search tools; 3. understand what information resources are/are not on the Web.
  Assessment: satisfactory performance on the Workshop C assignment.

• Workshop D: Research Paper Strategy- Four learning objectives: 1. narrowing a topic; 2. increase awareness of steps in the research process; 3. evaluating sources for specific topic; 4. correctly citing sources to avoid plagiarism.
  Assessment: satisfactory performance on the Workshop D assignment.

• Workshop W: Web Research and Evaluation- Three learning objectives: 1. improve ability to effecively search Web tools to limit results; 2. improve ability to critically evaluate Web pages; 3. introduce citation formats for Web pages.
  Assessment: satisfactory performance on the Workshop W assignment.

3. Customized Class Workshops - Typical learning objectives include: 1. formulate search queries and conductsearches in appropriate catalogs, databases, and indexes; 2. increase awarenessof need to critically evaluate results of searches; 3. increase understandingof how to properly credit and use copyrighted information by reference tocitation format guides and style manuals; 4. understand options for obtainingthe full-text copy or complete publication.
Assessment: satisfactory performance on class assignment and studentand instructor assessment of effectiveness of librarian presentationand reference support.

4. LIS 10 "Use of Information Resources"
Assessment: satisfactory performance on assignments and examsas reflected by course grade; online pre- and post-assessment and; student self-assessment of learning experience.

5. LIBR 51 "Introduction to Libraries and Library Materials"
Assessment: performance on assignments and exams as reflected by course grade.

6. LIBR 57 "Internet Research Strategies"
Assessment: performance on assignments, course grade and student course evaluation.

7. Web Tutorials- Library staff have selected links to good quality tutorials developedat other institutions. These online independent learning opportunities arerecommended for all students, particularly those with off-campus access tothe Internet who may not have time to attend the Library and Web Research Skills Workshops or who want supplemental information.
Assessment: Most of these tutorials have accompanying self-assessment quizzes.

Professional Development Workshopsdealing with a variety of information resources are irreqularly offered by referencelibrarians at the Rosenberg Library. At all campuses, librarians collaboratewith instructors to design effective class assignments. Instructors cancontact Bonnie Gratch Lindauer, the Coordinator of LLR Instructional Services (452-5548,bgratch@ccsf.edu), or the subject librarianfor their department to make an appointment, or the campus librarian to getmore information. Librarians can also facilitate the ordering of needed materialsand/or placing materials on course reserve in support of class assignments.