Description
Academic reference interactions can be more than just question-and-answer exchanges—they can be powerful teaching moments. This session explores how librarians can use the ACRL Framework for Information Literacy to transform challenging reference encounters into opportunities for student learning.
Participants will examine how embracing the iterative and sometimes messy nature of research can support students' development of critical information literacy skills. Through collaborative problem-solving and discussion, the course will highlight strategies for modeling metacognitive and exploratory search behaviors, particularly those emphasized in the "Searching as Strategic Exploration" frame.
Rather than striving for perfect answers, librarians will learn how to demonstrate productive struggle, foster growth mindsets, and guide students through complex inquiries in ways that build transferable research skills.
Learning Objectives
- Shift from answer-delivery to teaching-focused reference strategies
- Build comfort with uncertainty and manage perfectionism in reference work
- Model iterative searching and growth mindset approaches
- Differentiate between teaching information literacy and promoting resource awareness
- Collaborate with colleagues and manage expectations (student and self)
- Recognize when "this doesn’t exist as you envision it" is a valid and instructive response
Contact Hours: 2
Location: Online (Technical Requirements)
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