Foundational Courses

Working with several foundational courses across the University, the Instruction and Student Engagement Department partners with instructors and students to establish core information fluency competencies and skills.

These courses are integrated into the University’s General Education curriculum and support the core values within Educate, Connect, Elevate.

• Milner Library: ISD 117
• English Department Writing Program: ENG 101 / 101a10; ENG 145 / 145a13
• School of Communication: COM 110 / 110a01
• University College: IDS 107 / 108 / 128

Specific Ways We Partner

Milner Library

• IDS 117 - Critical Information Use

  This course, facilitated by Milner Library faculty, examines the roles of digital information consumers and creators. It includes analysis of the information ecosystem including social media, the open web, and scholarly publications surrounding current issues and events. The course also explores topics about authority, bias, information privilege, and misinformation.

English Department Writing Program

• ENG 101/101a10 - Composition as Critical Inquiry

  We work with instructors to integrate information-seeking and research skills into the course content with a specific focus on rhetorical genres and the Writing Program’s learning outcomes. This is done via orientations, consultations, and supplemental materials instructors can use in class.

• ENG 145 - Writing in The Academic Disciplines

  Similar to ENG 101/101a10, we work with instructors to integrate information-seeking and research skills into the course content. In alignment with the purpose of the course, the focus is on the rhetorical genres unique to the various academic disciplines of students taking the course and the Writing Program’s learning outcomes. This is done via orientations, consultations, and supplemental materials instructors can use in class.

• ENG 145a13 - Writing in Business & Government Organizations

  We work in partnership with the Business Librarian to address the specific analysis and writing needs found within the rhetorical genres commonly used throughout the College of Business and in alignment with the Writing Program’s learning outcomes. This is done via orientations, consultations, and supplemental materials instructors can use in class.

School of Communication

• COM 110 - Communication as Critical Inquiry

  We work with instructors to integrate information-seeking and research skills into the course content associated with the three main speeches (informative, group, & persuasive) students give during the semester. We’ve developed unique library activities facilitated in association with each speech in addition to supplemental materials instructors can use in class. Additionally, we provide consultations with both instructors and students.

• COM 110a01 - Communication as Critical Inquiry: Classroom Communication-Teacher Education

  We work in partnership with the Teaching and Learning Librarian to address the unique curriculum of this course, which focuses on communication strategies within a classroom setting. Similar to COM 110, unique lesson plans and library activities have been created to help students build their information-seeking and research skills

University College

• IDS 107 - Summer Success Skills

  IDS 108 - University Success Skills

  IDS 128 - Thriving in College, Career and Beyond

  Collaborating with University College, we provide high impact library sessions and activities to help students learn about academic libraries in general and Milner Library specifically. Students are introduced to concepts like peer-review as well as identifying different search portals to access library materials.

Learning Outcomes

Through our efforts we strive to help students achieve the following:

1. Learn about Milner Library as place and space in order to feel comfortable utilizing the Library services and building.
2. Integrate current research strategies with higher education research strategies in order to meet ISU student research expectations.
3. Identify the various library help venues in order to get help with research needs when and where it is needed.
4. Apply detection criteria for identifying sources in order to select appropriate types of sources for a project.
5. Utilize the Combined Search tool in order to find multiple sources appropriate for the project scope and criteria.
6. Apply enhanced search strategies in order to utilize Combined Search more effectively.
7. Utilize source evaluation techniques in order to determine the credibility and relevancy of a specific source.
8. Utilize source citation techniques and concepts in order to use information ethically and legally.

For more information about the program, contact the Instruction and Student Engagement Department.