Information Literacy 101
Ph.D. Candidate
Yusuke Ishimura
Information Literacy (IL) Defined by the
American Library Association1



       “To be information literate, a person must...
Presidential Proclamation
on Information Literacy 2


National Information Literacy
Awareness Month, 2009




GLIS 601 Y. ...
Every day, we are inundated with vast amounts of information. A 24-hour news cycle and thousands of global
       televisi...
Main Points from Presidential Proclamation




                                             5
GLIS 601 Y. Ishimura Nov. 13...
Main Points from Presidential Proclamation

Realities
• Information explosion increases “noise” in content (truth & lies)
...
Main Points from Presidential Proclamation

Realities
• Information explosion increases “noise” in content (truth & lies)
...
Source of Help by Type of Problem3

 Problem /                                                 Medicare/    Changed      S...
Source of Help by Type of Problem3

 Problem /                                                 Medicare/    Changed      S...
7
GLIS 601 Y. Ishimura Nov. 13, 2009
7
GLIS 601 Y. Ishimura Nov. 13, 2009
7
GLIS 601 Y. Ishimura Nov. 13, 2009
TOWARDS INFORMATION LITERACY INDICATORS
          Figure 5

IL and Adult Competencies4
           Communication Skills Map...
TOWARDS INFORMATION LITERACY INDICATORS
          Figure 5

IL and Adult Competencies4
           Communication Skills Map...
Ultimate Goal of IL5




                                     9
GLIS 601 Y. Ishimura Nov. 13, 2009
Ultimate Goal of IL5

People have skills in defining
information needs, finding, evaluating,
and using information effective...
Ultimate Goal of IL5

People have skills in defining
information needs, finding, evaluating,
and using information effective...
Ultimate Goal of IL5

People have skills in defining                                      People make use of information
in...
GLIS 601 Y. Ishimura Nov. 13, 2009   10
Information
       literate




GLIS 601 Y. Ishimura Nov. 13, 2009   10
Information                      Information
       literate                       ill-literate




GLIS 601 Y. Ishimura N...
Information                                            Information
       literate                                        ...
Discussion Time

• In groups of two


• Discuss how information professionals can tell if a person has information
  liter...
If a person is information literate . . .


1. Recognize when information is needed


2. Locate information effectively


...
If a person is information literate . . .


1. Recognize when information is needed   →   ?

2. Locate information effecti...
GLIS 601 Y. Ishimura Nov. 13, 2009   13
Information
       literate




GLIS 601 Y. Ishimura Nov. 13, 2009   13
Information                      Information
       literate                       ill-literate




GLIS 601 Y. Ishimura N...
Information                      Information
       literate                       ill-literate




GLIS 601 Y. Ishimura N...
IL Standards




                                     14
GLIS 601 Y. Ishimura Nov. 13, 2009
National IL Standards/Guidelines




                                     15
GLIS 601 Y. Ishimura Nov. 13, 2009
National IL Standards/Guidelines

• Standards for the 21st-century learner
   [American Association of School Librarians]
...
National IL Standards/Guidelines

• Standards for the 21st-century learner
   [American Association of School Librarians]
...
Use of IL Standards




                                     16
GLIS 601 Y. Ishimura Nov. 13, 2009
Use of IL Standards




            Skills                   Actual state              Ideal state of
         Assessment ...
Use of IL Standards




            Skills                   Actual state              Ideal state of
         Assessment ...
IL Standards in Higher Education6

• Created by Association of College and
  Research Libraries (ACRL)
                   ...
Hierarchy of ACRL IL Standards

                                                 ACRL IL
                                 ...
Structure of ACRL IL Standards



          Standards



                    Performance
                     indicators

...
Structure of ACRL IL Standards



          Standards                     State goals of information literacy




        ...
Structure of ACRL IL Standards



          Standards                     State goals of information literacy




        ...
Structure of ACRL IL Standards



          Standards                     State goals of information literacy




        ...
ACRL Standard 1: Needs

   Standard
   The information literate student determines the nature and extent of the informatio...
ACRL Standard 2: Access

   Standard
   The information literate student accesses needed information effectively and effici...
ACRL Standard 3: Evaluate

   Standard
   The information literate student evaluates information and its sources criticall...
ACRL Standard 4: Use

   Standard
   The information literate student, individually or as a member of a group, uses inform...
ACRL Standard 5: Ethics

   Standard
   The information literate student understands many of the economic, legal, and soci...
Summary

• IL skills are categorised as information needs, finding, evaluating, and using
  information effectively


• IL ...
Notes
1. American Library Association, “Presidential committee on information literacy: Final report,” para. 3, http://www...
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Information Literacy 101

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Transcript of "Information Literacy 101"

  1. 1. Information Literacy 101 Ph.D. Candidate Yusuke Ishimura
  2. 2. Information Literacy (IL) Defined by the American Library Association1 “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” 2 GLIS 601 Y. Ishimura Nov. 13, 2009
  3. 3. Presidential Proclamation on Information Literacy 2 National Information Literacy Awareness Month, 2009 GLIS 601 Y. Ishimura Nov. 13, 2009
  4. 4. Every day, we are inundated with vast amounts of information. A 24-hour news cycle and thousands of global television and radio networks, coupled with an immense array of online resources, have challenged our long-held perceptions of information management. Rather than merely possessing data, we must also learn the skills necessary to acquire, collate, and evaluate information for any situation. This new type of literacy also requires competency with communication technologies, including computers and mobile devices that can help in our day- to-day decisionmaking. National Information Literacy Awareness Month highlights the need for all Americans to be adept in the skills necessary to effectively navigate the Information Age. Though we may know how to find the information we need, we must also know how to evaluate it. Over the past decade, we have seen a crisis of authenticity emerge. We now live in a world where anyone can publish an opinion or perspective, whether true or not, and have that opinion amplified within the information marketplace. At the same time, Americans have unprecedented access to the diverse and independent sources of information, as well as institutions such as libraries and universities, that can help separate truth from fiction and signal from noise. Our Nation's educators and institutions of learning must be aware of -- and adjust to -- these new realities. In addition to the basic skills of reading, writing, and arithmetic, it is equally important that our students are given the tools required to take advantage of the information available to them. The ability to seek, find, and decipher information can be applied to countless life decisions, whether financial, medical, educational, or technical. This month, we dedicate ourselves to increasing information literacy awareness so that all citizens understand its vital importance. An informed and educated citizenry is essential to the functioning of our modern democratic society, and I encourage educational and community institutions across the country to help Americans find and evaluate the information they seek, in all its forms. NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim October 2009 as National Information Literacy Awareness Month. I call upon the people of the United States to recognize the important role information plays in our daily lives, and appreciate the need for a greater understanding of its impact. IN WITNESS WHEREOF, I have hereunto set my hand this first day of October, in the year of our Lord two thousand nine, and of the Independence of the United States of America the two hundred and thirty-fourth. 4 GLIS 601 Y. Ishimura Nov. 13, 2009
  5. 5. Main Points from Presidential Proclamation 5 GLIS 601 Y. Ishimura Nov. 13, 2009
  6. 6. Main Points from Presidential Proclamation Realities • Information explosion increases “noise” in content (truth & lies) • Reading, writing, & arithmetic skills are not sufficient to survive in information age • Skills in finding information only are not sufficient for decision-making • But: traditionally, libraries & universities provide selective information 5 GLIS 601 Y. Ishimura Nov. 13, 2009
  7. 7. Main Points from Presidential Proclamation Realities • Information explosion increases “noise” in content (truth & lies) • Reading, writing, & arithmetic skills are not sufficient to survive in information age • Skills in finding information only are not sufficient for decision-making • But: traditionally, libraries & universities provide selective information What do we need? • More awareness of IL • The ability to seek, find, and evaluate information is essential for life decisions (e.g., financial, medical, educational, or technical) • IL skills are a foundation of modern democratic society 5 GLIS 601 Y. Ishimura Nov. 13, 2009
  8. 8. Source of Help by Type of Problem3 Problem / Medicare/ Changed Social Health Education Taxes Source Medicaid Job Status Security Internet 46% 77% 60% 45% 66% 41% Professionals 83% 40% 48% 43% 27% 38% Family or 51% 50% 26% 28% 58% 31% Friends Print Sources 37% 38% 32% 33% 43% 27% Government 15% 27% 56% 60% 27% 71% Agency TV or Radio 16% 15% 21% 14% 14% 14% Library 10% 20% 10% 10% 7% 7% 6 GLIS 601 Y. Ishimura Nov. 13, 2009
  9. 9. Source of Help by Type of Problem3 Problem / Medicare/ Changed Social Health Education Taxes Source Medicaid Job Status Security Internet 46% 77% 60% 45% 66% 41% Professionals 83% 40% 48% 43% 27% 38% Family or 51% 50% 26% 28% 58% 31% Friends Print Sources 37% 38% 32% 33% 43% 27% Government 15% 27% 56% 60% 27% 71% Agency TV or Radio 16% 15% 21% 14% 14% 14% Library 10% 20% 10% 10% 7% 7% 6 GLIS 601 Y. Ishimura Nov. 13, 2009
  10. 10. 7 GLIS 601 Y. Ishimura Nov. 13, 2009
  11. 11. 7 GLIS 601 Y. Ishimura Nov. 13, 2009
  12. 12. 7 GLIS 601 Y. Ishimura Nov. 13, 2009
  13. 13. TOWARDS INFORMATION LITERACY INDICATORS Figure 5 IL and Adult Competencies4 Communication Skills Map Communication Skills Constellation Definition and Location Communication Assessment Organization Use Other articulation of and and of of of information information access of ethical use of information information information Skills need information information INFORMATION LITERACY Digital Use of Analyze Use of Sift media Other ICT/ technology Communication media Networks messages Media Skills Use Tools messages ICT SKILLS - MEDIA LITERACY Other Basic Reading Writing Numeracy Skills LITERACY Speaking Listening ORAL COMMUNICATION Thinking Skills REASONING 8 GLIS 601 Y. Ishimura Nov. 13, 2009
  14. 14. TOWARDS INFORMATION LITERACY INDICATORS Figure 5 IL and Adult Competencies4 Communication Skills Map Communication Skills Constellation Definition and Location Communication Assessment Organization Use Other articulation of and of of of and information Advanced information access of ethical use of information information information Skills need information information INFORMATION LITERACY Digital Use of Analyze Use of Sift media Other ICT/ technology Communication media Networks messages Media Skills Use Tools messages ICT SKILLS - MEDIA LITERACY Other Basic Reading Writing Numeracy Skills LITERACY Speaking Listening ORAL COMMUNICATION Thinking Skills REASONING Basic 8 GLIS 601 Y. Ishimura Nov. 13, 2009
  15. 15. Ultimate Goal of IL5 9 GLIS 601 Y. Ishimura Nov. 13, 2009
  16. 16. Ultimate Goal of IL5 People have skills in defining information needs, finding, evaluating, and using information effectively Information Literacy 9 GLIS 601 Y. Ishimura Nov. 13, 2009
  17. 17. Ultimate Goal of IL5 People have skills in defining information needs, finding, evaluating, and using information effectively Information Independent Literacy learning People know how to learn from information 9 GLIS 601 Y. Ishimura Nov. 13, 2009
  18. 18. Ultimate Goal of IL5 People have skills in defining People make use of information information needs, finding, evaluating, for any task or decision making and using information effectively process Information Independent Lifelong Literacy learning learning People know how to learn from information 9 GLIS 601 Y. Ishimura Nov. 13, 2009
  19. 19. GLIS 601 Y. Ishimura Nov. 13, 2009 10
  20. 20. Information literate GLIS 601 Y. Ishimura Nov. 13, 2009 10
  21. 21. Information Information literate ill-literate GLIS 601 Y. Ishimura Nov. 13, 2009 10
  22. 22. Information Information literate ill-literate Where is the boundary??? GLIS 601 Y. Ishimura Nov. 13, 2009 10
  23. 23. Discussion Time • In groups of two • Discuss how information professionals can tell if a person has information literacy skills • Focus on ONE aspect of information literacy • Report back to the class GLIS 601 Y. Ishimura Nov. 13, 2009
  24. 24. If a person is information literate . . . 1. Recognize when information is needed 2. Locate information effectively 3. Evaluate information effectively 4. Use information effectively 12 GLIS 601 Y. Ishimura Nov. 13, 2009
  25. 25. If a person is information literate . . . 1. Recognize when information is needed → ? 2. Locate information effectively → ? 3. Evaluate information effectively → ? 4. Use information effectively → ? 12 GLIS 601 Y. Ishimura Nov. 13, 2009
  26. 26. GLIS 601 Y. Ishimura Nov. 13, 2009 13
  27. 27. Information literate GLIS 601 Y. Ishimura Nov. 13, 2009 13
  28. 28. Information Information literate ill-literate GLIS 601 Y. Ishimura Nov. 13, 2009 13
  29. 29. Information Information literate ill-literate GLIS 601 Y. Ishimura Nov. 13, 2009 13
  30. 30. IL Standards 14 GLIS 601 Y. Ishimura Nov. 13, 2009
  31. 31. National IL Standards/Guidelines 15 GLIS 601 Y. Ishimura Nov. 13, 2009
  32. 32. National IL Standards/Guidelines • Standards for the 21st-century learner [American Association of School Librarians] • Achieving Information Literacy: Standards for School Libraries in Canada [Canadian Association of School Libraries] 15 GLIS 601 Y. Ishimura Nov. 13, 2009
  33. 33. National IL Standards/Guidelines • Standards for the 21st-century learner [American Association of School Librarians] • Achieving Information Literacy: Standards for School Libraries in Canada [Canadian Association of School Libraries] • Information Literacy Competency Standards for Higher Education [Association of College and Research Libraries] • Australian and New Zealand Information Literacy Framework: Principles, Standards and Practice (2nd ed.) [Australian and New Zealand Institute for Information Literacy] • Information Skills in Higher Education: A SCONUL Position Paper [Society of College, National and University Libraries] 15 GLIS 601 Y. Ishimura Nov. 13, 2009
  34. 34. Use of IL Standards 16 GLIS 601 Y. Ishimura Nov. 13, 2009
  35. 35. Use of IL Standards Skills Actual state Ideal state of Assessment of IL skills IL skills Compare Instruction Actual state → Ideal state of Planning of IL skills Improve IL skills 16 GLIS 601 Y. Ishimura Nov. 13, 2009
  36. 36. Use of IL Standards Skills Actual state Ideal state of Assessment of IL skills IL skills Compare Instruction Actual state → Ideal state of Planning of IL skills Improve IL skills 16 GLIS 601 Y. Ishimura Nov. 13, 2009
  37. 37. IL Standards in Higher Education6 • Created by Association of College and Research Libraries (ACRL) Know! • Criteria defining an information literate person Ethics! Access! • 5 standards and 22 performance indicators IL! • Includes range of outcomes Use! Evaluate! 17 GLIS 601 Y. Ishimura Nov. 13, 2009
  38. 38. Hierarchy of ACRL IL Standards ACRL IL Standards! Standard #1! Standard #2! Performance Performance Performance Performance indicator! indicator! indicator! indicator! Outcome! Outcome! Outcome! Outcome! Outcome! Outcome! Outcome! Outcome! GLIS 601 Y. Ishimura Nov. 13, 2009
  39. 39. Structure of ACRL IL Standards Standards Performance indicators Outcomes 19 GLIS 601 Y. Ishimura Nov. 13, 2009
  40. 40. Structure of ACRL IL Standards Standards State goals of information literacy Performance indicators Outcomes 19 GLIS 601 Y. Ishimura Nov. 13, 2009
  41. 41. Structure of ACRL IL Standards Standards State goals of information literacy Performance State what students need to learn to be indicators information literate Outcomes 19 GLIS 601 Y. Ishimura Nov. 13, 2009
  42. 42. Structure of ACRL IL Standards Standards State goals of information literacy Performance State what students need to learn to be indicators information literate Define whether students have mastered Outcomes each performance indicator 19 GLIS 601 Y. Ishimura Nov. 13, 2009
  43. 43. ACRL Standard 1: Needs Standard The information literate student determines the nature and extent of the information needed Performance indicators & outcomes • The information literate student defines and articulates the need for information ‣ Develops a thesis statement and formulates questions based on the information need • The information literate student identifies a variety of types and formats of potential sources for information ‣ Identifies the value and differences of potential resources in a variety of formats • The information literate student considers the costs and benefits of acquiring the needed information • Defines a realistic overall plan and timeline to acquire the needed information 20 GLIS 601 Y. Ishimura Nov. 13, 2009
  44. 44. ACRL Standard 2: Access Standard The information literate student accesses needed information effectively and efficiently Performance indicators & outcomes • The information literate student constructs and implements effectively-designed search strategies. ‣ Identifies keywords, synonyms and related terms for the information needed ‣ Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters • The information literate student retrieves information online or in person using a variety of methods ‣ Uses specialized online or in person services available at the institution to retrieve information needed (e.g., ILL, institutional research offices, and experts and practitioners) • The information literate student refines the search strategy if necessary. ‣ Identifies gaps in the information retrieved and determines if the search strategy should be revised 21 GLIS 601 Y. Ishimura Nov. 13, 2009
  45. 45. ACRL Standard 3: Evaluate Standard The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system Performance indicators & outcomes • The information literate student summarizes the main ideas to be extracted from the information gathered. ‣ Reads the text and selects main ideas • The information literate student synthesizes main ideas to construct new concepts. ‣ Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence • The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. ‣ Integrates new information with previous information or knowledge ‣ Investigates differing viewpoints encountered in the literature 22 GLIS 601 Y. Ishimura Nov. 13, 2009
  46. 46. ACRL Standard 4: Use Standard The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose Performance indicators & outcomes • The information literate student applies new and prior information to the planning and creation of a particular product or performance. ‣ Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance • The information literate student revises the development process for the product or performance. ‣ Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process • The information literate student communicates the product or performance effectively to others. ‣ Communicates clearly and with a style that supports the purposes of the intended audience 23 GLIS 601 Y. Ishimura Nov. 13, 2009
  47. 47. ACRL Standard 5: Ethics Standard The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally Performance indicators & outcomes • The information literate student understands many of the ethical, legal and socio- economic issues surrounding information and information technology ‣ Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material • The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources. ‣ Legally obtains, stores, and disseminates text, data, images, or sounds ‣ Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own • The information literate student acknowledges the use of information sources in communicating the product or performance. ‣ Selects an appropriate documentation style and uses it consistently to cite sources 24 GLIS 601 Y. Ishimura Nov. 13, 2009
  48. 48. Summary • IL skills are categorised as information needs, finding, evaluating, and using information effectively • IL skills are essential in the information age for any decision-making process • Ultimate goal of IL is educating life-long learners • IL standards function as guidelines for determining a person’s IL skills • ACRL’s IL standards consist of: 1) standards, 2) performance indicators, and 3) outcomes GLIS 601 Y. Ishimura Nov. 13, 2009
  49. 49. Notes 1. American Library Association, “Presidential committee on information literacy: Final report,” para. 3, http://www.ala.org/ala/ mgrps/divs/acrl/publications/whitepapers/presidential.cfm. 2. United States, Office of the Press Secretary. “National Information Literacy Awareness Month, 2009 by the President of the United States of America,” press statement, October 1, 2009, http://www.whitehouse.gov/the_press_office/presidential- proclamation-national-information-literacy-awareness-month/. 3. Leigh Estabrook, Evans Witt, and Lee Rainie. Information Searches That Solve Problems: How People Use the Internet, Libraries, and Government Agencies When They Need Help (Washington, DC: Pew Internet & American Life Project, 2007), 15, http://www.pewinternet.org/~/media//Files/Reports/2007/Pew_UI_LibrariesReport.pdf.pdf. 4. UNESCO. Towards Information Literacy Indicators (Paris: Author, 2008), 18, http://unesdoc.unesco.org/images/ 0015/001587/158723e.pdf 5. Australian and New Zealand Institute for Information Literacy. Australian and New Zealand Information Literacy Framework: Principles, Standards and Practice, 2nd ed. Adelaide: Author, 2004), 4-5 6. Association of College and Research Libraries. Information Literacy Competency Standards for Higher Education. (Chicago: Author, 2000) ✴ A picture of President Obama in Slide 3 was obtained from http://change.gov/newsroom/entry/new_official_portrait_released/ 26 GLIS 601 Y. Ishimura Nov. 13, 2009

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