Class presentation on information literacy (November 2009)

1. Information Literacy 101
Ph.D. Candidate
Yusuke Ishimura

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.”
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3. Presidential Proclamation
on Information Literacy 2
National Information Literacy
Awareness Month, 2009
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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.
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5. Main Points from Presidential Proclamation
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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
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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
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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%
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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%
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10. 7
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11. 7
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12. 7
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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
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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
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15. Ultimate Goal of IL5
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16. Ultimate Goal of IL5
People have skills in defining
information needs, finding, evaluating,
and using information effectively
Information
Literacy
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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
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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
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20. Information
literate
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21. Information Information
literate ill-literate
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22. Information Information
literate ill-literate
Where is the boundary???
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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
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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
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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 → ?
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27. Information
literate
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28. Information Information
literate ill-literate
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29. Information Information
literate ill-literate
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30. IL Standards
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31. National IL Standards/Guidelines
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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]
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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]
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34. Use of IL Standards
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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
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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
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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!
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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!
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39. Structure of ACRL IL Standards
Standards
Performance
indicators
Outcomes
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40. Structure of ACRL IL Standards
Standards State goals of information literacy
Performance
indicators
Outcomes
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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
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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
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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
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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
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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
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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
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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
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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
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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/
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