Transcript Information Literacy Standards for Freshmen Seminars

Libby Knapik
Head of Information Literacy Programs
Sacred Heart University
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It has been statistically proven to be true that
librarians are the most fun people in the
world and that the library part of the
presentation is always the best!
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The Association of College and Research
Libraries (ACRL) defines Information literacy
as a set of abilities enabling individuals to
"recognize when information is needed and
have the ability to locate, evaluate, and use
effectively the needed information."
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Information literacy forms the basis for lifelong learning. It
is common to all disciplines, to all learning environments,
and to all levels of education. It enables learners to master
content and extend their investigations, become more
self-directed, and assume greater control over their own
learning. An information literate individual is able to:
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge
base
Use information effectively to accomplish a specific
purpose
Understand the economic, legal, and social issues
surrounding the use of information, and access and use
information ethically and legally
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4.7 The institution ensures that students
use information resources and information
technology as an integral part of their
education. The institution provides
appropriate orientation and training for use
of these resources , as well as instruction and
support in information literacy and
information technology appropriate to the
degree level and field of study.
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7.6 Faculty, staff, and students are provided
appropriate training and support to make
effective use of library and information
resources, and instructional and information
technology.
7.9 The institution demonstrates that
students use information resources and
technology as an integral part of their
education, attaining levels of proficiency
appropriate to their degree and subject or
professional field of study.
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7.10 The institution ensures that
throughout their program of study students
acquire increasingly sophisticated skills in
evaluating the quality of information sources
appropriate to their field of study and the
level of the degree program.
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Standard One:
The information literate student determines
the nature and extent of the information
needed.
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Standard Two:
The information literate student accesses
needed information effectively and efficiently.
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Standard Three:
The information literate student evaluates
information and its sources critically and
incorporates selected information into his or
her knowledge base and value system.
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Standard Four:
The information literate student, individually
or as a member of a group, uses information
effectively to accomplish a specific purpose.
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Standard Five:
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.
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To view the full standards with performance
indicators and outcomes please click here:
http://www.ala.org/acrl/standards/informati
onliteracycompetency
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The VALUE rubrics were developed by teams of faculty experts
representing colleges and universities across the United States through a
process that examined many existing campus rubrics and related
documents for each learning outcome and incorporated additional
feedback from faculty. The rubrics articulate fundamental criteria for
each learning outcome, with performance descriptors demonstrating
progressively more sophisticated levels of attainment. The rubrics are
intended for institutional-level use in evaluating and discussing student
learning, not for grading. The core expectations articulated in all 15 of
the VALUE rubrics can and should be translated into the language of
individual campuses, disciplines, and even courses. The utility of the
VALUE rubrics is to position learning at all undergraduate levels within a
basic framework of expectations such that evidence of learning can be
shared nationally through a common dialog and understanding of
student success.
To view or download rubrics please click here:
http://www.aacu.org/value/informationliteracy.cfm
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What we have now
◦ A class – transfer to an organization in Blackboard?
◦ Librarians
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What we need …
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What evidence can we offer NEASC that we
are continuing to teach information literacy
as seriously in the “new core” as we did in the
“old core”?
How do we deploy the resources we have in a
pedagogically sound and economical manner?