The document discusses information literacy and its importance for students. It provides several key points: - According to studies, only 13% of students are considered information literate, and students rely more on the internet than libraries for research. Students also spend little time evaluating online information. - The Association of College and Research Libraries has established five standards for information literacy in higher education, which many accrediting organizations have adopted. The standards address determining information needs, accessing information, evaluating sources, using information, and understanding legal and ethical issues. - Studies found students struggle with finding relevant information online, evaluating sources, and using library resources effectively. While they value libraries, library orientations are often not helpful. Information literacy is

1. INFORMATION LITERACY
“A set of abilities requiring individuals to
recognize when information is needed
and have the ability to locate,
evaluate, and use effectively the
needed information”
American Library Association Presidential Committee on
Information Literacy, Final Report (1989)

2. INFORMATION LITERACY & OUR
STUDENTS
• According to ETS (2006) only 13% of high
school seniors and college students could be
considered information literate.
• 73% use the internet more than library
resources for research (Head, 2008)
• 55% of 18-29 year olds conduct an internet
search daily (Pew, 2008)

3. INFORMATION LITERACY & OUR
STUDENTS
• Technological literacy does not equal information
literacy
• Students spend little time evaluating information
• Students have unsophisticated mental maps of what
the internet is
• Students rate themselves as high in IL skills but score
poorly on IL assessments
From UCL (2008)

4. INFORMATION SEEKING EXPERIENCES
OF STUDENTS
• Too much irrelevant information
• Trying to find a perfect source
• Not able to find books on library shelf
• Able to find citation online, but not full text
• Valued libraries and librarians, but library
orientations of little value
• Start w/ wikipedia
From Project Information Literacy (2009)

5. How/Why is IL important in the “real
world”?
• Record your response
• Discuss in pairs
• Report back/whole group discussion

6. ACRL INFORMATION LITERACY
STANDARDS FOR HIGHER EDUCATION
• ACRL-Association of College and Research Libraries
• Includes 5 standards, w/ performance indicators and
outcomes for each
• IL Standards endorsed by and added to the standards
of many accrediting bodies, including:
– NCACS (North Central Association of Colleges and
Schools)
– MSACS (Middle States Association of Colleges and
Schools)
– NWCCU (Northwest Commission on Colleges and
Universities)

7. STANDARD 1
….determines the nature & extent of the
information needed.
• Example Outcomes:
– Develops a thesis statement & formulates questions
based on the information need.
– Identifies the value & differences of potential
resources in a variety of formats (e.g., multimedia,
database, website, data set, audio/visual, book).

8. STANDARD 2
… accesses needed information effectively &
efficiently.
• Example outcomes:
– Develops a research plan appropriate to the
investigative method.
– Constructs a search strategy using appropriate
commands for the information retrieval system
selected

9. STANDARD 3
…evaluates information & its sources critically &
incorporates selected information into his/her
knowledge base & value system.
• Example outcomes:
– Analyzes the structure and logic of supporting
arguments or methods.
– Examines & compares information from various
sources in order to evaluate reliability, validity,
accuracy, authority, timeliness, and point of view
or bias

10. STANDARD 4
….uses information effectively to accomplish a
specific purpose.
• Example Outcomes:
– Organizes the content in a manner that supports
the purposes & format of the product or
performance (e.g. outlines, drafts, storyboards)
– Uses a range of information technology
applications in creating the product or
performance

11. STANDARD 5
….understands the economic, legal, & social
issues surrounding the use of information &
accesses & uses information ethically &
legally.
• Example Outcomes
– Demonstrates an understanding of what
constitutes plagiarism & does not represent work
attributable to others as his/her own.
– Identifies & discusses issues related to privacy &
security in both the print and electronic
environments.

12. MINUTE PAPER/MUDDIEST POINT
What is the most important thing you just
learned?
What is still confusing you?

13. What does IL look like in my
field/discipline/class?
• Record your response
• Discuss in pairs
• Report back to group/whole discussion