Information Literacy in Academic Environments June 1, 2005 AMICAL Meeting No. 2 June 1-3, 2005 Delivered by Samira Rafidi Meghdessian Information Services Librarian American University of Beirut American University of Beirut

Information Literacy Defined Information Literacy is the group of instructional activities that seek to teach and to develop information skills in students, at the time of need, within a course and customized to the research requirements of the course. Debates exist over uniform definitions. However, the standards, levels and outcomes are more or less known.

Information Literacy Standards The Information Literate student Determines the nature and extent of the information needed Accesses needed information effectively and efficiently Evaluates information and its sources critically and incorporates selected information into his knowledge base and value Uses the information effectively to accomplish a specific purpose Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally Adapted from the ACRL - ” Information Literacy Competency Standards for Higher Education”

Levels of Information Literacy Entry level - Undergraduates Mid level - Major disciplines High level - Graduates Advanced level - Faculty Research

Challenges facing Information Literacy “Because Libraries are too often regarded as a mere service and not as an essential part of research institutions, librarians tend to remain segregated from the research community in a fundamental way. There lies the main obstacle preventing the libraries from playing an important role in redefining the political economy of knowledge.” Bridges, Karl. Expectations of Librarians in the 21st Century. Westport, Conn.: Greenwood Press, 2003.

Challenges (Cont’d) Credibility and Qualifications Collaboration with Faculty Independent information seeker Integration within courses Integration with IT and course management software Assessment and Evaluation Future Outlook

Credibility Instruction Experience Instruction Experience Reference Experience Reference Experience Computer Skills Computer Skills Conceptual & Big Picture Thinking Conceptual & Big Picture Thinking Marketing abilities Marketing abilities Dynamism and flexibility Dynamism and flexibility

Collaboration with Faculty Marketing (Department or Individual?) Marketing (Department or Individual?) Faculty Perceptions of role of the libraries Syllabus content Research Activities Follow up

Integration within Courses Prior communication with Faculty Research project in context Session targeted to course needs How much information should be delivered? Is one session enough? Follow up with students

Integration with IT and course management software Work closely with Technology Services to keep up with new emerging technologies Work closely with Academic Computing to assure integration of Libraries’ sources within courses Develop an electronic classroom to provide context for the implementation of Information Literacy

Assessment and Evaluation Devising methods for evaluation (surveys, software, tools) Collecting of Data Interpreting and analysis of Data Selecting most suitable assessment method

Future Outlook Students will become more adept at information seeking More research-oriented information will become available freely New one -stop -shop technologies will provide quicker and easier access to information Where do librarians and commercial information providers stand?