"Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning."
Assoc. of College & Research Libraries Framework for Information Literacy in Higher Education
Six core concepts define the Framework for Information Literacy in Higher Education:
--Provide research instruction tailored to your class and designed to support your learning outcomes.
--Collaborate with you on assignment design to maximize your students' information literacy development.
--Create customized LibGuides on particular topics or for specific courses.
--Teach students ethical information use, including citation practices and avoidance of plagiarism pitfalls.
Want to know more? Take a look at our Research Instruction tab above.
"2.2a. Baccalaureate programs engage students in an integrated course of study of sufficient breadth and depth to prepare them for work, citizenship, and a fulfilling life. These programs also ensure the development of core learning abilities and competencies including, but not limited to, college-level written and oral communication, college-level quantitative skills, information literacy, and the habit of critical analysis of data and argument. In addition, baccalaureate programs actively foster an understanding of diversity, civic responsibility, the ability to work with others, and the capability to engage in lifelong learning..."
"Within today's information society, the most important learning outcome for all students is their being able to function as independent lifelong learners. The essential enabler to reaching that goal is information literacy."
--Breivik, P. (2000). Information Literacy and Lifelong learning: The Magical Pertnership. International Lifelong Learning Conference, Central Queensland University.
"Perhaps the most important thing about information literacy from the faculty perspective is that it makes for a better student. As a matter of fact, most faculty probably ASSUME students are information literate when they design their research assignments. Surely, this is nothing more than one would EXPECT a college student researcher to do, isn't it? But, ARE they doing it?" (Gail Gradowski, Santa Clara University, 2010).
Some additional reading: