In Fall 2025 Foley Library faculty and the Core Curriculum Director are collaborating to shift the introduction of the library — as a space, a collection of information resources, an academic discipline, and a service point — in the FYS 193 courses.
This guide is a brief presentation of the multiple self-contained, single-session workshops that can be offered in FYS 193 sections by Library faculty. Each of the workshops addresses a combination of FYS Learning Outcomes and the Framework for Information Literacy (the guiding document for Information Literacy Learning Outcomes) through a lens determined by the leading librarian.
These workshops are intended to be self-contained and do not require integration with a particular class assignment. They are intentionally distinct from the introductions to searching and evaluating sources that are offered in ENGL 101 sections; they are instead aligned with and following the model of workshops for FYS 193 offered by University Ministry.
When you invite a librarian to your FYS course, you’re giving your students more than just research tips—you’re connecting them to a vital campus partner who can help them develop habits of critical reflection, ethical engagement, and intellectual curiosity. These early interactions with the library build confidence, foster academic resilience, and lay a strong foundation for future coursework.
Please contact the faculty librarian offering the workshop that you would like to include in your section directly. The librarian associated with each workshop is highlighted in a profile box on the left side of each page.
ACRL Framework for Information Literacy
Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
In addition, this Framework draws significantly upon the concept of metaliteracy, which offers a renewed vision of information literacy as an overarching set of abilities in which students are consumers and creators of information who can participate successfully in collaborative spaces. Metaliteracy demands behavioral, affective, cognitive, and metacognitive engagement with the information ecosystem. This Framework depends on these core ideas of metaliteracy, with special focus on metacognition, or critical self-reflection, as crucial to becoming more self-directed in that rapidly changing ecosystem.