No abstract

No abstract

No abstract

No abstract

Most college students today have little trouble finding information through Google, Facebook, Twitter, and Wikipedia. They find it more challenging when asked to locate, evaluate, and ethically use the highest quality and most appropriate resources, which might require them to look beyond the first few hits in a Google search. Academic librarians are spending more time designing and delivering instruction to help students develop these important information literacy skills. How can librarians design their classes to promote the learning of these higher order mental processes? How can they capture the attention of their students and engage them in the learning process? Adding games, activities, and authentic or problem-based assignments to existing instruction sessions may be the answer. This article will discuss how librarians at Indiana University of Pennsylvania (IUP) Libraries have made instruction more engaging and effective by adding action to orientations and authenticity to assignments.