INFORMATION LITERACY : LIBRARY SCIENCE: Information Literacy Resources

[David P. Dillard]

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INFORMATION LITERACY :

LIBRARY SCIENCE:

Information Literacy Resources

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Information Literacy Resources

American Library Association

Association of College and Research Libraries

http://www.ala.org/acrl/issues/infolit

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Website Table of Contents

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Introduction to Information Literacy

Information Literacy for Faculty and Administrators

Competency Standards

Immersion Program

Info Lit Coordinating Committee

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Introduction to Info Lit

Info Lit in a Nutshell for Faculty

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Info Lit in Action

Collaboration

Curriculum and Pedagogy

Assessment Issues

Global Info Lit

Links: Related Resources

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Standards Toolkit

Step-by-Step Tutorial

Adapting the Standards

Using the Standards

Accreditation

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ACRL Info Lit Initiatives

ACRL Immersion Program

Instruction Section

Advocate for Info Lit

Electronic Lists

National Information Literacy Survey (2001)

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These resources will help you understand and apply the Information
Literacy Competency Standards for Higher Education to enhance teaching,
learning, and research in the higher education community.

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Introduction to Information Literacy

http://www.ala.org/acrl/issues/infolit/overview/intro

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What is Information Literacy?

Why is Information Literacy important?

Who needs Information Literacy?

How do I learn more about Information Literacy?

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Content Sample:

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What is Information Literacy?

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Information Literacy is the set of skills needed to find, retrieve,
analyze, and use information.

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The beginning of the 21st century has been called the Information Age
because of the explosion of information output and information sources. It
has become increasingly clear that students cannot learn everything they
need to know in their field of study in a few years of college.
Information literacy equips them with the critical skills necessary to
become independent lifelong learners.

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Too often we assume that as students write research papers and read
textbooks they are gaining sufficient IL skills. This is not so. IL skills
may be introduced but what is needed is a parallel curriculum in IL
forming a strong foundation of a college education.

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As the American Library Association Presidential Committee on Information
Literacy (January 10, 1989, Washington, D.C.) says Ultimately, information
literate people are those who have learned how to learn. They know how to
learn because they know how knowledge is organized, how to find
information, and how to use information in such a way that others can
learn from them. They are people prepared for lifelong learning, because
they can always find the information needed for any task or decision at
hand.

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Why is Information Literacy important?

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Have you ever heard of Data Smog? A term coined by author David Shenk, it
refers to the idea that too much information can create a barrier in our
lives. This data smog is produced by the amount of information, the speed
at which it comes to us from all directions, the need to make fast
decisions, and the feeling of anxiety that we are making decisions without
having ALL the information that is available or that we need.

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Information literacy is the solution to Data Smog. It allows us to cope by
giving us the skills to know when we need information and where to locate
it effectively and efficiently. It includes the technological skills
needed to use the modern library as a gateway to information. It enables
us to analyze and evaluate the information we find, thus giving

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Information Literacy for Faculty and Administrators

http://www.ala.org/acrl/issues/infolit/overview/faculty/faculty

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What is information literacy?

What should faculty and administrators know about information literacy
programs?

Are there some model programs I can examine?

Where can I find more information?

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Content Sample:

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What should faculty and administrators know about information literacy
programs?

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If you are an academic administrator or faculty member who is learning
about information literacy we suggest the following points of information
and advice:

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Information Literacy: Past and Present

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The idea of resource-based education is well-established and librarians
have been involved in teaching the effective use of information resources
for over a century. In the past, information literacy has also been
labeled as library instruction, bibliographic instruction and library
skills. Information literacy now exists alongside other important
literacies in today's society, such as media literacy, computer literacy
and visual literacy.

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Clarifying The Term

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The terms resource-based education, bibliographic instruction, library
instruction, computer literacy, and others will often be used in
conjunction with the term 'information literacy'. Information literacy
includes both a set of generic skills and concepts as well as skills and
concepts which are specific to certain disciplines and subject areas.

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Information literacy programs take two forms --separate courses (for
credit or non-credit) or activities integrated into general education
courses and/or courses in major fields of study. More informal,
co-curricular (outside of class) programs can also encourage students'
development of information literacy skills.

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Collaboration

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To be successfully implemented on campus, information literacy depends on
collaboration between classroom faculty, academic administrators,
librarians and other information professionals. In order to effectively
implement a program all parties must be actively involved.

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Leadership of Administrators

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Information literacy programs require the leadership and support of
academic administrators. Such leadership is not limited to budgetary
support. It also includes helping create a supportive atmosphere and
practical opportunities for cooperation among librarians, classroom
faculty and information technologists. Effective leadership should promote
a vision of liberal education as an empowering and transforming endeavor
that develops students as skilled independent learners.

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The Role of the Librarian

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Librarians are deeply involved in addressing the issues associated with
developing information literacy programs and national and regional efforts
to improve program quality. For more information, visit Information
Literacy in Action.

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Assessment Issues

http://www.ala.org/acrl/issues/infolit/resources/assess/issues

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On any campus there are numerous individuals involved in assessment
including classroom faculty, administrators, program directors,
librarians, student services offices and institutional research staff. The
results of assessment are also of interest to a broad audience including
those who participated in the assessment as well as accreditation agencies
and the broader community.

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Assessment is essential for the following reasons:

Monitor effectiveness for accountability

Better identify instructional practices

Evaluate the effectiveness of instructional practices

Measure student achievement: how much they know

Evaluate students' mastery of skills: What they can do.

Assessment is an ongoing process aimed at understanding and improving
student learning.

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It involves making our expectations explicit and public; setting
appropriate criteria and high standards for learning quality;
systematically gathering, analyzing, and interpreting evidence to
determine how well performance matches those expectations and standards;
and using the resulting information to document, explain, and improve
performance

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Links - Related Resources

http://www.ala.org/acrl/issues/infolit/resources/links

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Organizations

Resource Pages

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Content Sample:

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Resource Pages

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Objectives for Information Literacy Instruction: A Model Statement for
Academic Librarians

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A companion statement to the Information Literacy Competency Standards for
Higher Education, written by a Task Force of the Instruction Section and
approved by the ACRL Board in January 2001.

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Research Agenda for Library Instruction and Information Literacy

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A document written by the ACRL Instruction Section Research and
Scholarship Committee that outlines important research questions related
to instruction programs in academic libraries and poses questions in order
to encourage research in four main areas.

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PRIMO: Peer-Reviewed Instructional Materials Online Database

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PRIMO promote and shares selected peer-reviewed instructional materials
created by librarians for a variety of instructional audiences.

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S.O.S. for Information Literacy

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A "virtual idea factory" for K-16 (K-12 and college) educators integrating
teaching tips, lesson plans, and information literacy-focused multimedia.

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Sincerely,
David Dillard
Temple University
(215) 204 - 4584
jw...@temple.edu
http://daviddillard.businesscard2.com

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