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Information Literacy Instruction

Major Stakeholders and Competency Providers

Students | Classroom Instructors | * Librarians * | Technology Staff

Librarian as Competency Provider

Librarians are ready to collaborate with faculty and students on the development of Information Literacy skills on campus. Methods of scholarly communication and information transfer and delivery change overnight and librarians not only keep up with these changes but many are leading the way. We do this to assure premium quality and accessibility for all users.

Information Literacy Objectives for Undergraduates

  1. Defining Information Needs
    • Defines or modifies the information need to achieve a manageable focus
    • Identifies key concepts and terms that describe the information need
    • Knows how information is formally and informally produced, organized, and disseminated
    • Recognizes that knowledge can be organized into disciplines that influence the way information is accessed
    • Identifies the value and differences of potential resources in a variety of formats (e.g.,multimedia, database, website, data set, audio/visual, book)
    • Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
    • Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline
    • Realizes that information may need to be constructed with raw data from primary sources
    • Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound)
    • Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context
    • Defines a realistic overall plan and timeline to acquire the needed information
    • Describes criteria used to make information decisions and choices
  2. Accessing Information Effectively and Efficiently
    • Investigates the scope, content, and organization of information retrieval systems
    • Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system
    • Develops a research plan appropriate to the investigative method
    • Identifies keywords, synonyms and related terms for the information needed
    • Selects controlled vocabulary specific to the discipline or information retrieval source
    • Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books)
    • Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
    • Implements the search using investigative protocols appropriate to the discipline
    • Uses various search systems to retrieve information in a variety of formats
    • Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration
    • Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners
    • Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information
    • Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized
    • Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments)
    • Creates a system for organizing the information
    • Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources
    • Uses various technologies to manage the information selected and organized
  3. Evaluation and Critically Thinking about Information Sources
    • Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
    • Recognizes prejudice, deception, or manipulation
    • Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information
    • Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions
    • Selects information that provides evidence for the topic
    • Reviews search strategy and incorporates additional concepts as necessary
    • Reviews information retrieval sources used and expands to include others as needed
  4. Presenting Results
  5. Understanding Information Issues
    • Identifies and discusses issues related to privacy and security in both the print and electronic environments
    • Identifies and discusses issues related to free vs. fee-based access to information
    • Identifies and discusses issues related to censorship and freedom of speech
    • Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material
    • Uses approved passwords and other forms of ID for access to information resources
    • Preserves the integrity of information resources, equipment, systems and facilities
    • Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own
    • Demonstrates an understanding of institutional policies related to human subjects research
    • Selects an appropriate documentation style and uses it consistently to cite sources
    • Posts permission granted notices, as needed, for copyrighted material