Information literacy
Information Literacy is the ability to identify, retrieve,
evaluate, and use information that is appropriate to a need. Students who develop
information literacy skills will be more successful in their studies and their
daily lives. They will find that these skills are an essential element in becoming
a lifelong learner.
Information literacy
What is information literacy?
Information literacy is an essential component in the educational development
of each student. The research process has become increasingly challenging, with
technology contributing to information overload. Students should be aware of
the range of print and electronic resources, including networked databases, the
World Wide Web, and traditional print resources. They need to be prepared to
evaluate and make informed choices about the best sources for their needs.
Is information literacy the same as computer literacy?
No, an information literate person is one who has developed an effective information-gathering
style. Information literacy goes beyond the skills used to manipulate computer
databases; it involves decision-making about the appropriate information sources
to use and judgments about the validity and relevancy of information.
What characterizes an information literate person?
The information literate person:
- Determines the extent of information needed.
- Accesses the needed information effectively and efficiently
- Evaluates nformation and its sources critically.
- Incorporates selected information into his/her knowledge base.
- Uses information effectively to accomplish a specific purpose.
- Understands the economic, legal, and social issues surrounding the use of
information.
IL Defined, from Information Literacy Competency Standards for Higher Education
- Association
of College & Research Libraries
What you should know about information literacy programs
Each library subject liaison offers a variety of consultation and instruction
services to faculty. These include:
- Answering reference questions. Call the Central Reference Desk at (269) 387-5178
for answers to short reference questions or email your departmental liaison.
- Phone or email your liaison for more extended research assistance. You may
want to arrange an appointment with your liaison to learn more about electronic
and paper resources to expedite your research. This service is also offered to
students through the WRAP program (Western's Research Assistance Program), which
offers individualized research advice by appointment with a librarian who has
the appropriate subject expertise.
- Subject Liaisons also offer Library Instructional Sessions specially designed
to meet the needs of specific classes you are teaching. Usually these instructional
sessions are held in Waldo Library, the Music Library, or the Education Library
during the time one of your classes normally meets. Call your liaison to arrange
an appointment for one of these sessions.
General education policies
Bowling
Green State University. Incorporates critical thinking, effective
communication, problem solving, etc. in its Gen Ed Learning outcomes.
California State
Universities. Information Competence Initiative (information literacy)
for all of the CSUs.
California
State University, San Marcos. Goals and competencies integrated
into the general education program.
Grand Valley State
University. The relevant section begins "The pedagogy of the
General Education program helps students develop the following academic and life
skills:" Beneath this are skills including "To locate, evaluate, and
use information effectively." The Gen Ed goals are of two types: "areas
of knowledge" and "academic and life skills." The latter include
information literacy skills, which are reiterated throughout the academic categories.
James Madison University. Information
literacy is a part of the Goals of the General Education Program. "Students
learn the skills of perception, research, investigation and the critical analyses
needed to cope with problems and find solutions, and the written, oral, and electronic
communication skills requisite to shaping ideas and transmitting them persuasively." Also
see JMU's mission for
its General Education policy is "to provide students with critical skills
in reasoning, communication, and technology..."
California
Polytechnic State University. See below "Subject disciplines
& learning outcomes"
Subject disciplines & learning outcomes
California State
Universities’ Integration of Learning Outcomes. Provides links
to information literacy language in subject disciplines and for different academic
levels.
Project SAILS. The
purpose of the Project for Standardized Assessment of Information Literacy Skills
(SAILS) has been to develop an instrument for programmatic level assessment of
information literacy skills that is valid and thus credible to university administrators
and other academic personnel. We envisioned a tool to measure information literacy
that:
- Is standardized
- Contains items not specific to a particular institution or library
- Is easily administered
- Has been proven valid and reliable
- Assesses at institutional level
- Provides for both external and internal benchmarking
WMU documents
Documents related to assessment and information literacy at WMU:
Libraries' information literacy goals
- Develop an information literacy program in partnership with academic faculty
and the broader University community to educate students to be critical thinkers
and to fulfill their lifelong information and education needs.
- Develop and provide library instruction to teach the concepts and skills
essential for information literate students in the place, format, and at the
time students will benefit from it most, utilizing existing and future technologies
in order to make instruction relevant, valuable, and convenient
Learning outcomes
University
of Connecticut. Information Literacy Competency - outcomes for each
year of study.
Messiah
College. Messiah College has general education curriculum objectives
for the first year seminar.
Information
Literacy and the Library. (Penn State University) Delivers a good
picture of local initiatives in defining and implementing information literacy
instruction in higher education. Illustrates efforts by librarians to collaborate
with faculty in planning and participating in the development of instruction.
Also provides a list of other information literacy programs, freshman year experiences,
tutorials, position papers, and bibliographies.
University of Dayton. See
Overview of the Competency Program.
University
of Rhode Island. Site includes a chart that outlines information
literacy concepts that need to be covered throughout the program/curriculum.
How can the University Libraries help you?
WMU's librarians can assist you with the following:
- Provide an information literacy tutorial that teaches your students basic
research and search skills. This tutorial, called Searchpath is
linked from the library homepage and students can complete it outside of class. More
information about its use.
- Provide library instruction. We offer course-related instruction upon request
from faculty. Sessions are tailored to assignments, the subject area, and resources
you require. Instruction
suggestions for undergraduate and graduate classes. Call 387-5181 to arrange
instruction.
- Help with designing effective research assignments that promote information
literacy.
- Individual research consultations for students in cooperation with the course
instructor.
Additional resources
"Assessment of Student Learning: Challenges and Strategies." Cecilia
L. Lopez. The Journal of Academic Librarianship, 28:6: 356-367.
Characteristics
of Programs of Information Literacy that Illustrate Best Practices: A Guideline This
guideline attempts to articulate elements of exemplary information literacy programs
for undergraduate students at four-year and two-year institutions approved by
the ACRL board.
Information
Literacy Instruction in Higher Education: Trends and Issues. Written
by Abby Kasowitz-Scheer and Michael Pasqualoni. This June 2002 ERIC Digest examines
characteristics of successful programs, presents approaches currently being taken
by academic libraries to support information literacy instruction (ILI), and
addresses common challenges in developing and maintaining ILI programs.
Institute
for Information Literacy. Sponsored by the Association for College & Research
Libraries.
National Forum on Information Literacy. This
is an umbrella group that sponsors national meetings and provides links to a
wealth of resources. Forum members include AAUP, American Library Association,
EDUCAUSE, Middle States Commission on Higher Education, and many others.
"The Principle is Partnership: General Education Library Instruction
at Illinois State University." (2001). With Patricia Meckstroth.
In Library User Education: Powerful Learning, Powerful Partnerships. Barbara
Dewey (Ed.). Z711.2 .L7339 2001.
SUNY Information
Literacy. (State University of New York) Solid reports on multi-institutional
collaboration in information literacy. Includes four reports on incorporating
information literacy into the SUNY system, and on development of a web-based
course.
UWired. (University
of Washington) Describes the many facets of a remarkable program combining technologies,
librarian/faculty collaboration, and information literacy. Components include
items labeled as the vision, people, places, initiatives, history and evaluation. |
