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Library Teaching Services

What is Information Literacy?

The library's information literacy mission reflects the Association of College and Research Libraries Information Literacy Competency Standards for Higher Education and the Association of American Colleges & Universities VALUE rubric on Information Literacy.

Simply stated, mastery of information literacy competencies means that a student engaged in library research, and more broadly critical thinking about a project or assignment, will:

  • Ask the Right Questions
  • Find the Best Resources
  • Consider the Quality of the Information
  • Complete a Project and 
  • Credit the Sources 

Integrated information literacy encompasses the discovery of information, an understanding of how information is produced and valued and the ethical use of information in creating new knowledge (adapted from Western Michigan University).

Information Literacy Across the Curriculum

The Library's goal is to develop an information literacy program that is scaffolded and integrated throughout the curriculum, sustainable and well-assessed.

The information literacy partnerships of librarians, students and faculty support students in becoming self-sufficient, life-long learners.

Our information literacy instruction is discipline-specific, course-specific or assignment-specific. The support needed for first-year students is different than the support that students in capstone courses may need. The Association of American Colleges & Universities (AAC&U) VALUE rubric on Information Literacy demonstrates this scaffolding approach.

 

The Information Literacy Partnership

When working with a librarian in classroom teaching, consider these questions and the available Library and campus resources:

  • What are the specialized information skills in your discipline that students should develop, such as using primary sources (history) or accessing and managing large data sets (science)?
  • Consider: Customizable Topic Guides developed by the liaison librarians for classes or assignments

  • What information and research assignments can students do outside of class to arrive prepared to apply concepts and conduct collaborative projects?

  • What kinds of workshops and other services should be available for students involved in multimedia design and production?

  • In your program, how do students interact with, evaluate, produce, and share information in various formats and modes?

  • How might you and a librarian design learning experiences, assignments and assessments that will encourage students to assess their own attitudes, strengths/weaknesses, and knowledge gaps related to information?
  • Consider: Tutorials and self-guided modules, effective assignments, sample assessments/quizzes

Framework for Information Literacy Appendices. Appendix 1: Implementing the Framework