It is a well-documented problem within higher education of how to convey information literacy skills to students in a way that is not only effective but relevant to their lives. When librarians stand in front of the classroom and present the world of databases, books, and scholarly articles, half the class is already drifting off. The challenge is to get the students interested in learning more about the resources available to them so that they can apply them to their current academic work and beyond.

Harrison College, an Indiana-based for-profit college, began requiring a two-credit, 12-week course in information literacy in the fall of 2010. The course is taken early in a student’s college career, as it sets a foundation for research skills essential for success in upper level courses. The class exposes Harrison College students to library resources and databases, evaluation techniques, and citing sources.2 While a curriculum team prescribes much of the coursework, instructors add supplementary materials and chose how the information is presented to students.