General Information

Definitions

An information literate student:

• Knows that research is a multi-stage process (can develop a thesis statement; explore general information sources; define the topic to achieve a manageable focus; identify key concepts and search terms)
  
  
• Knows how to go where the information is (can identify the variety of formats -- multimedia, print, Web site, audio/visual and is comfortable using the technologies associated with these formats; can identify types of sources -- primary, secondary, reference; understands that knowledge is organized into disciplines; understands how information is produced, organized and disseminated)
  
  
• Understands that the answer depends on the question asked (uses search terminology appropriate to the resource; constructs a search strategy using appropriate commands for the information retrieval system selected; uses investigative protocols appropriate to his discipline)
  
  
• Finds answers that meet his information needs (can judge whether information meets the need or if his search strategy must be revised; examines information critically to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias; understands the context within which the information was created and the impact on that context on interpreting the information)
  
  
• Applies his own intelligence to the information found (summarizes and synthesizes the ideas; recognizes that the information found can be combined with original thought; thinks critically about the information found; compares new knowledge with prior knowledge; determines whether new knowledge has an impact on his value system)
  
  
• Uses the information effectively (organizes that content effectively; uses appropriate technologies to communicate the content --spreadsheets, bibliographic management tools, presentations, word processing documents, Web sites)
  
  
• Uses the information ethically (understands intellectual property, copyright and fair use of copyrighted material; demonstrates and understanding of what constitutes plagiarism; selects an appropriate documentation style and uses it consistently to cite sources)

This extensive list of skills is really boiled down from the ACRL Information Literacy Competency Standards, a document developed by the ASsociation of College and Research Libraries to provide a framework for assessing the information literate individual. Additional, and similar, standards have been developed by other organizations for their own populations.

Standards

ACRL Information Literacy Competency Standards for Higher Education
http://www.ala.org/acrl/ilintro.html

These are the national standards for academic libraries.

ALA & AECT's "The Nine Information Literacy Standards for Student Learning"
http://www.ala.org/aasl/ip_nine.html

These are the national standards for K-12 libraries.

Models of Information Literacy

What makes information literacy different from traditional library instruction?

Core Elements that Underlie Information Literacy Programs

The Learning Individual and the Learning Organization
Information Literacy prepares the individual library user for lifelong learning.
A commitment to information literacy also prepares the library to become a learning organization in which library professionals are prepared to develop new skills and competencies as required.

The Teaching Library
A commitment to information literacy involves a mental and practical shift away from the role of expert and toward the role of teacher or facilitator.
The information literate library professional is always alert to the “teachable moment,” in which he or she may help a patron to become more competent and confident in his or her own ability to learn.

The Role of Collaboration
Information literate organizations recognize that the physical library is no longer the center of knowledge and learning for many citizens.
Access to information is everywhere; if we wish to promote equitable access and effective use of information, libraries must partner with fundamental social institutions, such as workplaces, schools, communities, government and social services.

Information Use as Process
Information literate professionals understand that people use information to solve problems. Information does not become knowledge without context. Effective information use involves a process of critical thought and evaluation that transcends specific research skills, library techniques or sources.

How information literacy programs have been implemented in institutions of higher education varies widely. Examples

Bibliography

Baker, R. K. (1997). Faculty perceptions toward student library use in a large urban community college. Journal of Academic Librarianship, 23, 177-182.

Bruce, C. J. (1995). Information literacy: a framework for higher education. Australian Library Journal, 44, 158-170.

Bruce, C. S. (1998). The phenomenon of information literacy. Higher Education Research and Development, 17(1), 25-43.

Bruce, C. S. (2000). Information literacy research: dimensions of the emerging collective consciousness. Australian Academic & Research Libraries, 31(2), 91-109.

Lenox, M. F., & Walker, M. L. (1993). Information literacy in the educational process. The Educational Forum, 57, 312-324.

Shapiro, J. J., & Hughes, S. K. (1996). Information literacy as a liberal art. Educom Review, 31(2). Available at: http://www.educause.edu/pub/er/review/reviewArticles/31231.html

Snavely, L., & Cooper, N. (1997). Competing agendas in higher education -- finding a place for information literacy. Reference & User Services Quarterly, 37(1), 53-62.

Resources

Big6 Model of Information Literacy
http://www.big6.com/

Information Literacy in a Nutshell: Basic Information for Academic Administrators and Faculty
http://www.ala.org/acrl/nili/whatis.html

Integrating information literacy into the curriculum: How is your library measuring up?
http://www.ala.org/acrl/nili/integrtg.html

National Forum on Information Literacy
http://www.infolit.org