For decades, the UCR Library has supported introductory level courses in the College of Natural & Agricultural Sciences; feedback from students, however, indicated that outcomes felt repetitive and the sessions were seen as an extraneous hoop to jump through. Over the past two years, we have transformed our approach to these courses and structured a scaffolded information literacy pathway, beginning with sessions introducing library spaces and services, and culminating in hands-on sessions related to evaluating and using information. Learners are asked to engage with narrative scenarios embedded throughout the pathway that surface issues such as information privilege and the meaning of evidence. In this session, we will share how we developed relationships with three different academic departments, structured our scaffolded learning outcomes, and designed and implemented three distinct course-integrated approaches. We will also explore how we aligned our course modalities with our desired outcomes (including a peer-facilitated orientation, student co-designed online learning modules, and librarian-facilitated in-person sessions); share strategies for including librarian, course instructor, and student voices in the design process; and report preliminary assessment results. We will then facilitate a brief discussion with participants on how they might adapt this process and selected materials to their own institutions.
