6 Engaging Students through Campus Libraries strengths can be put into action during their college experience. By know- ing which strengths they may want to develop further, and which areas are not strengths for them, students are able to identify which supports they should take advantage of to increase success. Students also observe two upper-division class sessions in a major in which they are interested, and work with an academic adviser to devise a four-year plan. Most students are excited about the subject matter in the courses they observed, and look forward to the experience and class dynamic of upper-division coursework in the major. They respond favor- ably to the Clifton StrengthsFinder (2017), which focuses on the positive and gives students confidence in their ability to succeed in college. For the sake of flow and to ensure the library unit is integrated into the course holistically, librarians have incorporated the CliftonStrengths into our instruction and final assignment. The Library Unit The library unit takes place during Weeks 7–9 of the ten-week quarter. We meet in the library classroom, and students become comfortable com- ing to and being in the library. Library staff have documented increased gate and patron counts since implementing this course, and we believe there is a relationship. We have not been able to formally document the relationship, but as a small campus community, it is easy to recognize our current and past students who use the library’s physical spaces. We take an approach based on the ACRL Framework for Information Literacy for Higher Education (ACRL 2015), and focus more on the evalua- tion of information than searching skills. Though it is not consistent by any means, many students receive basic database instruction in first-year composition courses or in discipline-specific one-shot library sessions. We wanted to use UNI 101 to establish a foundation of critical thinking and source evaluation and address some of the deficiencies that discipline fac- ulty were complaining of. These deficiencies include recognition and use of scholarly sources, citation, and reading comprehension. As such, we chose to focus specifically on the frames Scholarship as a Conversation and Authority is Constructed and Contextual. The frames Information has Value and Searching as Strategic Exploration are addressed to a lesser degree, though in practice, we find a lot of overlap across all the frames. Students learn to distinguish between different types of sources and become familiar with the characteristics of scholarly and peer-reviewed articles. They also learn how to read a scholarly article, and hear about the research and publication process from published faculty members in the disciplines.