Information Literacy: A Guide for Faculty

What is Information Literacy?

According to the Association of College and Research Libraries (ACRL) and the American Library Association, an information literate individual is able to:

1. Determine the extent of information needed
2. Access the needed information effectively and efficiently
3. Evaluate information and its sources critically
4. Incorporate selected information into one's knowledge base
5. Use information effectively to accomplish a specific purpose
6. Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally

*Information Literacy Competency Standards for Higher Education, ALA 2000.

In a nutshell, an information literate person knows when information is needed and how to locate, evaluate, comprehend and properly use that information.

Why is Information Literacy Important?

We are now living in the “Information Age”. Larger quantities of information are becoming available from a widening variety of sources. It is vital that students learn the necessary skills to navigate this ever-growing sea of information and the rapidly changing tides of technology. Students who are information literate will not only experience greater success in school, but also in the workplace and their personal lives.

Information literacy is tied to critical thinking, and is the foundation for lifelong learning. These skills can be taught in all courses, and infused into any class assignment or project.

"The skill of finding, evaluating, and synthesizing may be used in any area of study throughout one's life. It helps us to make wise decisions and has been called the basis of democracy. Information -> Knowledge -> Wisdom.”

- Hartnell College Library

Promoting Information Literacy in the Classroom

Below are ideas for activities and assignments that build information literacy skills. East Campus librarians are more than willing to assist you with any questions you may have, and can be reached by calling the Reference desk at 407-582-2456.

Comparing Sources: Ask students to compare two different sources of information on the same topic. Have them look at such qualities as point of view and tone.

Evaluating the Web: Either together as a class, or as an individual assignment, have students explore and evaluate different websites related to some aspect of the course. Students should determine who is responsible for the website, how current it is, what the author or publisher's credentials are, what the purpose of the website is, how accurate the information is, how clearly the information is presented, etc.

Conservative / Liberal: Require students to locate two articles discussing the same topic – one from a conservative publication, and one from a liberal publication. This assignment works well with many disciplines.

Subject Guide: Have students prepare an annotated guide that will introduce others to the best information sources for the subject or discipline being studied in the class. This can include scholarly journals, reference books, and websites related to the field.

Require Variety: When assigning a research paper or project, require students to use a variety of sources – magazine and journal articles, websites, reference materials, books, and primary sources such as interviews, maps, diaries or letters, etc.

Decades: Create an assignment that asks students to research a topic using information published in different decades. Have them compare the changes that have occurred. This assignment works well with many disciplines.

Personal Interest: Understanding how to find and identify credible, reliable, accurate information based on real-life needs is crucial to being information literate. Students can look for reviews on a car they want to buy, or research a company they are seeking employment with, or find information on a medical condition that they or someone they know is dealing with.

Giving Credit: Studies have shown that the majority of students who plagiarize don't realize they are doing so. Make sure that students know what constitutes plagiarism, and what the consequences of plagiarizing will be. Discuss copyright. Be clear about how students should cite their sources.

Relate It: Ask students to reflect upon how any of the information-seeking or information-analyzing activities they have performed could be useful in their future educational or personal life. After turning in a research paper or project, have the students write a reflection on the skills they acquired and the challenges they faced.

Don't Assume: Don't take for granted that students know how to use the library, even if they say they do. Many students do not enter college knowing what electronic databases or online library catalogs are, much less how to search them. Most are not familiar with the large variety of sources available at an academic library, or which sources will best meet their informational needs. Schedule a library instruction session, or work with a librarian to help students identify and use appropriate resources.