1. A Conversation Re Information Fluency: What? Why? How? David G. Brown VP, Dean (ICCEL), Professor (Economics) Wake Forest University Montreal. June 6, 2000. DEFINITION: Our students will graduate with “information fluency” when they can find, evaluate, adapt, organize, and use data!

2. Metaphors for Achieving Information Fluency Drive a car Pass drivers’ exam Use a library Write an essay Give a speech Name State Capitals Check the two that for you come closest! Program a VCR Understand tennis Play tennis Speak French

3. Components of Information Fluency Find materials on the web & in print Evaluate materials on the web & in print Create a Spreadsheet Create a Web Page in html Place information on the web & in print Organize information against hypotheses Know where to get help when stumped Recognize the perishability of information Check all that apply & add others.

4. WHY INFORMATION FLUENCY? …the institutional answer Communication & Community! Level Playing Field After College Use Faculty/Students Demand Them Customized/Personalized Digitized Scholarship Marketable Difference

5. WHY INFORMATION FLUENCY? …the faculty answer Interactive Learning Collaborative Learning Communication Visualization Different Strokes for Different Folks From Interactive Learning (Anker Publishing Co., January 2000.)

6. Possible Actions Politic for “Information Fluency” & Funding Purchase & Manage Electronic Databases (Library) Define “information fluency” minimums (faculty) Teach assuming “information fluency” (faculty) Judge the wisdom of a requirement (faculty) Monitor the quality of “fluency” training Train All Students (Just in Time) Train Faculty and Staff Certify Information Fluency