INFORMATION LITERACY Definition and Importance

The American Library Association  The American Library Association gives the following definition for information literacy: To be information literate an individual must recognize when information is needed and have the ability to locate, evaluate, and use effectively the information needed.... Ultimately information literate people are those who have learned how to learn. They know how to learn because they know how information is organized, how to find information and how to use information in such a way that others can learn from them. To be information literate an individual must recognize when information is needed and have the ability to locate, evaluate, and use effectively the information needed.... Ultimately information literate people are those who have learned how to learn. They know how to learn because they know how information is organized, how to find information and how to use information in such a way that others can learn from them.

Information Literacy on the Job  Information literacy has emerged as a vital skill set for the twenty-first century with the rapid increase in the amount and availability of information and technology.  On the job: You will need to be information literate in order to  research competitors,  evaluate products or software,  prepare clear, concise proposals,  communicate effectively to a group or on a one-to-one basis,  Make the best decisions and perform the best.  Your on-the-job research may involve  use of reference materials, either print or electronic, in your chosen field, be it business, electronics, telecommunications, or computer information systems.  use of a corporate library, the Internet, or a community library.  Your level of information literacy will determine your success in each of these areas. It is your skills-based education that will get a first job, but general education competencies (information literacy and writing skills) will get you promoted.

In school (and on the job), Information Literacy will help…  If you only know how to find your information through the public web  If you turn in papers that are less well done than you expect or desire  If you feel overwhelmed when asked to do research  If you struggle with accurately documenting your reference sources  If you avoid using the library  If you occasionally plagiarize, whether intentional or not Information Literacy will solve these problems!

 Information Literacy is more than just computer literacy and library skills, it is critical thinking skills. Thinking critically and evaluatively is at the heart of the emphasis on information literacy.  Information Literacy is more than just computer literacy and library skills, it is critical thinking skills. Thinking critically and evaluatively is at the heart of the emphasis on information literacy.  Information literacy involves:  Effective and thorough research skills  Problem solving, decision making, and evaluation  How and where to search for information?  Which sources are adequate, thorough, current, accurate, and unbiased?  Which sources to use?  Correct documentation  It is the ability to:  locate,  access,  critically evaluate,  use,  synthesize, and  effectively present information.

Information literacy involves  understanding information processing and organization  understanding information processing and organization  asking the right questions in order to adapt queries as research progresses  asking the right questions in order to adapt queries as research progresses  recognizing and solving information problems  knowing how and when to use a variety of information resources including information resources including  library catalogs,  indexes,  databases,  print and electronic resources as well as  efficient and effective Internet use  efficient and effective Internet use  avoidance of plagiarism and properly citing source materials

The Internet makes information more abundant, but it also makes Information Literacy MORE DIFFICULT When using the Internet, information is:  Incredible abundant  Hard to find and not organized well  From varying and conflicting sources  From dubious sources  Not pre-evaluated by library and other professionals  For diverse tasks  Complex  Rapidly increasing and constantly changing

The Association of College and Research Libraries 1.The Association of College and Research Libraries has developed the following website to further explain information literacy within the context of higher education: Information Literacy in a Nutshell: Basic Information for Academic Administrators & Faculty: rfac/infolitfaculty.htm Information Literacy in a Nutshell: Basic Information for Academic Administrators & Facult rfac/infolitfaculty.htmInformation Literacy in a Nutshell: Basic Information for Academic Administrators & Facult rfac/infolitfaculty.htm 2.The Association of College and Research Libraries offers the following definition for information literacy 3.These are the schools that students, employees, and the general public must have to be fully information literate

1. Student understands how experts define information, and recognizes how that knowledge can help determine the direction of your search for specific information.   Student has general knowledge of how information is generated, specifically, the publication cycle, both in print and electronic.   Student recognizes when you have an information need, and can formulate a search question and appropriate strategy.   Student knows when it is appropriate to look for information resources on the Internet and when it is not.   Student has knowledge of network etiquette, ethics, politics, legal implications and privacy issues involved in using the Internet.   Student has basic knowledge of Student understands the importance of the organizational content, bibliographic structure, function, and use of information sources.  Student can evaluate the presentation of information in print and that found on the Internet in terms of its credibility, timeliness, and bias.  Student knows the difference between and can create a bibliography, footnotes, and/or references in the appropriate style.  Student knows how to cite information sources found on the Internet.  Student can write an abstract.  Student can create an annotated bibliography. 3. Student can identify and use appropriate information from information sources or information systems.   Student can use CD-ROM indexes and/or other on-line sources of information appropriate for your information need. Student can construct a search inquiry using Boolean logic. Given a URL, or other Internet address, student can find information source.   Student understands concept of controlled vocabulary.   Student can use FTP and a web browser.   Student can use the appropriate Internet search engine (HotBot, AltaVista, etc.,) to locate information sources.   Student, given an information source from the Internet, can determine what kind or type it is (file, message, etc.).   Student can analyze and is aware of the implications of using information found on the Internet. 4. Student understands the way collections of information sources are physically organized and accessed.  Student understands the organization of the college library and how it relates to libraries universally.  Student understands the organization of the college library and how it relates to libraries universally.  Student has general knowledge of how the world of information is organized, especially in regard to government institutions (Federal, State, Local) and how to use these institutions as an information source.  Student knows how the Internet is structured, who governs it, who pays for it, and its future.

And, that’s not all folks…  Stay tuned to next presentation to learn just how to do all (or most!) of these things.  By the end of English 135, you should be INFORMATION LITERATE!