Asa H. Gordon Library Savannah State University Information Literacy Program Adapted from presentations to NEFLIN 2/2009 and the Gen. Ed. Council of the Faculty Senate 11/2007 at UMass Amherst

“To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” (Final Report of the American Library Association Presidential Report on Information Literacy. Chicago, American Library Association, 1989) Asa H. Gordon Library Savannah State University

 Equips individuals for lifelong learning  More than knowing how to use computers  Includes critical analysis of information  Highlights the global nature of information  Allows use of relevant information for informed decision making citizens, consumers, professionals, and individuals (from and ) Asa H. Gordon Library Savannah State University

Bibliographic Instruction Content consists of using research tools, many of which live in or are accessed through the library Information Literacy Content focuses on overarching concepts, critical thinking processes, other information skills that enhance lifelong learning Asa H. Gordon Library Savannah State University

Bibliographic Instruction Librarian controlled Library use centered Information Literacy Collaborative design, delivery and assessment of instruction by the librarian, instructor and others Asa H. Gordon Library Savannah State University

Bibliographic Instruction Superficial contact with individual classes and curriculum Information Literacy Integral to and integrated into classes and curriculum Asa H. Gordon Library Savannah State University

Bibliographic Instruction Teaching methods involve lecture, demonstration, emphasis on presenter Information Literacy Teaching methods involve creating learning environments where librarians and faculty function as coaches or guides Asa H. Gordon Library Savannah State University

 Information fluency  Information and communication technologies literacy (ICT Literacy)  Library instruction Asa H. Gordon Library Savannah State University

One way to transform BI into IL is to link learning activities to the ACRL Information Literacy Standards See: m Asa H. Gordon Library Savannah State University

The ACRL defines information literacy as “the set of skills needed to find, retrieve, analyze, and use information.” Five Standards  Standard One: Know  Standard Two: Access  Standard Three: Evaluate  Standard Four: Use  Standard Five: Ethical/Legal Issues Asa H. Gordon Library Savannah State University

Writing  Finds models of good writing  Good writing incorporates facts, evidence, previous writing Critical Thinking  The information literacy standards involve critical thinking: know, access, evaluate, use and ethics.  Emphasizes the inquiry approach to learning  Includes higher order tasks such as analysis, synthesis, evaluation and reflection (from and ) But it is not enough to ask for writing and critical thinking, since both of these other skills can exist independently of information literacy. Asa H. Gordon Library Savannah State University

 Information literacy (like writing) is a process, not a discrete set of skills  Information literacy represents a shift in thinking and it must be reinforced Asa H. Gordon Library Savannah State University

 Increasing complexity of the local information environment  Emphasis on the use of technology in the classroom  Emphasis on student research at the undergraduate and graduate levels Asa H. Gordon Library Savannah State University

 Shared responsibility of all educators and information providers  Requires collaboration of teaching faculty and librarians  Must be integrated into courses at all levels to provide reinforcement of skills ( andttp:// ) Asa H. Gordon Library Savannah State University

Standard One: Know Standard Two: Access Standard Three: Evaluate Standard Four: Use Standard Five: Ethical/Legal Asa H. Gordon Library Savannah State University

“The information literate student determines the nature and extent of the information needed… student defines and articulates the need for information..” Keep a research log of books, databases and search engines used. Reflect on whether topic and question can be researched and completed within the timetable of the semester. Asa H. Gordon Library Savannah State University

“The information literate student accesses needed information effectively and efficiently.” Students learn to use a particular database or sets of databases; learn techniques like subject searching and/or Boolean logic; learn how to broaden or narrow a search; and learn how to retrieve information from the Libraries’ print and electronic collections. Asa H. Gordon Library Savannah State University

“The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.” Give students two Web sources of information on a topic to evaluate; then, have them locate, present, and justify a credible Web source on the same topic. Asa H. Gordon Library Savannah State University

Wikipedia is Pervasive in the world of one stop research shopping with students. Show your students the Colbert Report : “Wikiality.” Asa H. Gordon Library Savannah State University

“The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.” Students locate a list of reliable websites on a topic, and create brochure on that topic based upon information from those sites, and including the sites as further reading. Asa H. Gordon Library Savannah State University

“The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.”  Each student will identify a topic of current national interest, and write a letter to the editor of a local newspaper expressing his/her opinion on the subject. Asa H. Gordon Library Savannah State University

 Work in small groups to critically examine one another's letters and to identify any dubious statements.  Each student will substantiate those statements which were singled out as needing more convincing evidence or authority. Research should be conducted with documentation in the form of notes and a bibliography. Asa H. Gordon Library Savannah State University

 Research journal  Research portfolio  Annotated bibliography  Essay examination  Self-assessment  1 Minute Paper  Rubrics  Pre- and post- tests (from: and ) Asa H. Gordon Library Savannah State University

 The student used a variety of resources, citing them accurately.  The research question chosen for the paper was succinct and clear.  The topic chosen was sufficiently narrow to allow the student to research it thoroughly.  The bibliography demonstrated that the student had chosen those resources most pertinent to the research question rather than listing everything available on the topic. Asa H. Gordon Library Savannah State University

 The student's paper demonstrated that the student:  could distinguish between fact and fiction.  could differentiate between relevant and irrelevant information.  identified unsubstantiated statements, inconsistencies, errors, and omissions.  identified bias, stereotyping, or incorrect assumptions.  could compare and contrast different points of view properly.  included his/her original ideas. Asa H. Gordon Library Savannah State University

 Librarians help to identify appropriate information literacy objectives, recommend sources that fit course goals, provide instruction targeted to the specific assignment, and work individually with students on their projects.  Faculty incorporate information literacy objectives into courses, develop assignments that provide students with opportunities to practice and strengthen their information literacy skills, plan accompanying instruction, and assess information literacy outcomes. Asa H. Gordon Library Savannah State University