This study examines faculty perceptions of information literacy (IL) at four New Jersey institutions. A survey found that faculty highly value IL skills like evaluating information critically and using information ethically. However, only 55% of faculty believed students achieved these skills by graduation. Major deficiencies were identified in critical thinking and evaluation. The study recommends increased collaboration between libraries and faculty to better teach IL skills through activities like workshops and embedding instruction into key courses.

1. Taking a Peek under the
Academic Kilt to see Whether
Information Literacy is Revealed
Eleonora Dubicki, Monmouth University
Jacqui Weetman DaCosta

2. Research Objectives
This study looks at the perceptions of
faculty regarding information literacy
(IL).
 Assessment of the importance & value
faculty place on the ACRL Information
Literacy Standards,
 Infusion of standards into the
curriculum
 Assessment of the competency level
of students in achieving these skills
 How students develop IL skills

3. Methodology
 10-minute online survey
 Four New Jersey institutions
participated
◦ 2 two-year colleges
◦ 2 four-year private universities
 178 respondents

4. ACRL IL Standards
1. Identifies and addresses information
need
2. Accesses information effectively and
efficiently
3. Evaluates and thinks critically about
information
4. Uses information effectively for a
specific purpose
5. Uses information ethically and legally

5. Skills for Conducting
Research

6. Importance of Skills
Respondents gave “very important” rating:
1. Evaluates and thinks critically about information
(96.07%)
2. Uses information ethically and legally (90.45%)
3. Identifies and addresses information need (88.76%)
4. Uses information effectively and efficiently (87.08%)
5. Accesses information effectively and efficiently
(85.39%)

7. Inclusion in Learning
Outcomes

8. Faculty Ratings of Research
Competency

9. Literacy at Graduation

10. Additional Skills for Research

11. Where Students Learn IL
Skills

12. Conclusions
 Information literacy = research skills
 Faculty agree students should achieve
skills by graduation, but only 55% do
 Major deficiency in critical thinking and
evaluation
 More campus collaboration

13. Recommendations
 Explanation of research process
 Collaboration with faculty/writing
centers
 Faculty workshops
 Identify key courses for library
instruction
 More individual & small group
instruction
 Develop virtual IL website

14. Further Reading on This
Topic
 Bury, S. (2011) Faculty attitudes, perceptions and
experiences of information literacy: a study across
multiple disciplines at York University, Canada.
Journal of Information Literacy, 5(1), pp. 45-64.
 Weetman DaCosta, J. (2010) Is there an
information literacy skills gap to be bridged? An
examination of faculty perceptions and activities
relating to information literacy in the United States
and England. College and Research Libraries, 71
(3), pp. 203-222.
 Weetman, J. (2005) Osmosis – does it work for the
development of information literacy? Journal of
Academic Librarianship, vol. 31 (5), pp 456 – 460.