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.
- 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
Instructor(s)
Heather Beirne is Chair of Library Public Services at Western Kentucky University Libraries, where she leads strategic initiatives connecting information literacy instruction, research help services, faculty partnerships, and student success. With 16 years of experience in academic library teaching and learning, she has served in leadership roles at Texas A&M University Libraries and Eastern Kentucky University Libraries, where she coordinated comprehensive information literacy, liaison, and faculty development programs. Her expertise includes pedagogical innovation in library instruction, metacognitive teaching approaches, the ACRL Framework for Information Literacy for Higher Education, and faculty-librarian collaboration. She holds an MSLS from the University of Kentucky and is an active contributor to ACRL and state-level professional library organizations, including current service on the ACRL/IS Roles & Strengths of Teaching Librarians Review and Revision Task Force.