Mount Royal College has a longstanding commitment to information literacy as part of its mandate to promote student success and satisfaction. The library has provided course-integrated instruction in a variety of formats for over twenty years. Moving beyond course integration to program integration was a natural progression. Librarians and teaching faculty saw a need to plan sequenced sessions that would introduce students to incrementally complex information skills and resources throughout their academic careers. The librarians anticipated that integrating the instruction through the program would reduce unnecessary repetition, enhance student awareness of the myriad resources beyond the catalogue and databases, and develop students’ skills in concert with the increasing demands of their assignments. The process of developing, implementing, and maintaining program-integrated information literacy plans for two of these departments, chemistry and journalism, provides the focus for this case study. To avoid confusion between the academic programs and the information literacy programs, the term ‘syllabus’ will be used to denote the content and sequence of program-integrated information literacy sessions.
