Chapter Two: Information Literacy Learning
With a plethora of information available, information literacy skills have never been more critical than they are now. The consequences of failing to participate in information literacy learning are likely to be negative for individuals, to society as a whole, and to the public perceptions of libraries and librarians. Without effective, efficient, and ethical use of information, there will likely be little progress on the personal or societal levels with major crisis facing the world today including climate change, food price volatility, water shortage, rising energy costs, widespread obesity, and the financial crisis. These urgent situations likely explain why information literacy skills have been identified by educators including librarians in terms of learning outcomes running as though a continuous thread through content areas taught in today’s primary, secondary, and post-secondary schools.
Despite widespread agreement that information literacy learning is essential to quality of life in today’s technologically modern society, there are many who question the appropriateness of information literacy learning as a means to increase one’s knowledge and decision-making capacity. They find it convenient and necessary to lump all the unfortunate, rude, negative, and frequently harmful actions of some people online, particularly in social media environments, together as a plague on society that can only be prevented by controlling and limiting access to information, to the Internet, and to use of electronic devices. Some view knowledge as power as a dangerous, cultural lie. While trends of this type are not new, today’s social movements are every bit as contentious as the public upheaval that surrounded the invention of the printing press and beliefs about reading practices.
It is important to approach controversial ideas about information access and use with dignity and professionalism. It is beneficial to do so while making good use of academic and pedagogical concepts that enable libraries, archives, museums, and other information agencies to grow and explain their public reach and for information literacy learning skill to successfully develop alongside computer science and information technology. Toward those goals, the purpose of this chapter is to shine a bright light on information literacy learning and positive impacts of effective, efficient, and ethical use of information while experiencing Internet safety and participating in digital citizenship.
Here are three essential questions (Wiggins & McTighe, 2013) to consider while reading this chapter:
Chapter 2 Essential Questions
EQ1. How important is information literacy learning for everyone?
EQ2. What hurdles might instructional librarians experience who are committed to information literacy
learning?
EQ3. How do instructional librarians help library users to benefit from information literacy learning?
2.1 Origin and Early Development
In 1974, Paul Zurkowski, president of the Information Industry Association, was the first to use the term information literacy in a paper addressed to the National Commission on Library and Information Science. With a focus on the workplace, he described information literacy as the ability to find “what is known or knowable on any subject” (p. 23), and urged the commission to establish “a major national program to achieve universal information literacy by 1984” (p. 27). This plea was in response to the growth of the information economy and Zurkowski’s belief that libraries played a key role in the development of an information literate population. Zurkowski’s dream of a universally information literate population did not come to fruition by 1984 (or even to the present for that matter), but he did sow a seed of interest in the concept.
Two years later, at a Texas A & M University library symposium, Lee Burchinal presented a paper describing information literacy as a set of skills that include “how to efficiently and effectively locate and use information needed for problem-solving and decision-making” (p. 11). Like Zurkowski, Burchinal emphasized the need for an information literate population to function effectively in the emerging information economy. However, Burchinal was not just focused on the workplace—he also viewed information literacy as valuable for solving personal problems. The rest of the 1970s was a time of exploration of the concept of information literacy. A concise definition—one that established the skills required for it—was still a decade away (Behrens, 1994).
2.1.1 Establishment of a Definition
The 1980s was an important time for information literacy. A key event that shaped its trajectory was the release of A Nation at Risk in 1983, a report from the National Center for Education Excellence. This report introduced the idea of lifelong learning as part of the educational reform movement, and recognized libraries as informal institutions of learning that could support it. However, because it failed to recognize librarians’ formal roles in supporting lifelong learning, the library profession set out to adopt information literacy as an educational goal, and solidly connect it to lifelong learning (Behrens, 1994).
In the years following the publication of A Nation at Risk, a definition of information literacy began to emerge. At Auraria Library in Denver, Martin Tessmer developed a working definition of information literacy, alongside a model of the skills and knowledge needed to achieve it: “Information literacy is the ability to effectively access and evaluate information for a given need” (Breivik, 1985, p. 723). Kulthau (1987) referred to Tessmer’s definition in her work on integrating information skills into the curriculum, stating that the “purpose of information literacy is to meet an information need” (p. 8) for decision making and problem solving. The educational goal of information literacy was taking shape.
In 1989, the American Library Association (ALA) Presidential Committee on Information Literacy released the first official definition of information literacy from that organization. Heavily influenced by Tessmer’s working definition (Breivik, 1985), ALA (1989) defined information literacy as the ability “to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (para. 3). The committee made several recommendations, including that libraries play a central role in supporting information literacy, that a coalition of information literacy be formed, that student information literacy be an educational goal, and that teacher education include information literacy training.
The work done by the ALA Presidential Committee led to the formation of the National Forum on Information Literacy (Weiner & Jackman. 2010), and to the establishment of standards for information literacy learning in K-12 and higher education (Behrens, 1994). Today, information literacy is recognized in initiatives outside the library profession, including the Partnership for 21st-Century Skills (P21, 2007) and the Essential Learning Outcomes of the Association of American Colleges and Universities (Liberal Education & America’s Promise [LEAP], 2011).
2.1.2 Definitions and Descriptions of Information Literacy
Since the 1980s, many individuals and organizations worldwide have published definitions of information literacy with much similarity and common concepts. While not an exhaustive list of available statements, Table 2.1 below lists examples of information literacy definitions by professional information agencies and organizations in the United States and abroad.
Table 2.1.2 Definitions of Information Literacy
Organization | Definition |
|---|---|
| American Library Association | “Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and effectively use the needed information. To be information literate, then, one needs skills not only in research but in critical thinking.” (ALA, Association. Presidential Committee on Information Literacy, 2023. Retrieved from Information Literacy – Welcome to ALA's Literacy Clearinghouse |
| Association of College and Research Libraries | “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.” (Association of College & Research Libraries, 2016. Retrieved from framework1.pdf (ala.org) |
Chartered Institute of Library and Information Professionals | “Information literacy is the ability to think critically and make balanced judgments about any information we find and use. It empowers us as citizens to develop information views and to engage fully with society.” (Chartered Institute of Library and Information Professionals, 2018). Retrieved from CILIP: the library and information association) |
| Jisc, UK | Digital literacy is “the capabilities which fit someone for living, learning and working in a digital society. (JISC, UK, 2014. Retrieved from Developing digital literacies | Jisc ) |
National Institutes of Health Education for Scotland | “An information literate person can recognize an information need and is able to apply the set of transferable skills, attitudes and behaviours needed to find, retrieve, assess, manage and apply information in any situation, throughout life. Information literacy supports individual and organizational learning, creativity and innovation and contributes to improved healthcare delivery through a continuously evolving, reliable information base.” (NIH Education for Scotland. Retrieved from Craig, E., (2009). Better informed for better health and better care: an information literacy framework to support health care in Scotland - Craig - 2009 - Health Information; Libraries Journal - Wiley Online Library |
Society of College, National and University Libraries | “Information literacy is the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to reach and express informed views and to engage fully with society.” (The Society of College, National and University Libraries, 2018. Retrieved from ILdefinitionCILIP2018.pdf (infolit.org.uk) |
United Nations Educational, Scientific and Cultural Organization (UNESCO) | “Information Literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goal. (United Nations Educational, Scientific and Cultural Organization, 2023. Retrieved from Information Literacy | UNESCO |
UNESCO Alexandria Proclamation | “Information literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, and use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion of all nations. (United Nations Educational, Scientific and Cultural Organization, Alexandria Proclamation on Information Literacy and Lifelong Learning, 2005. Retrieved from The Alexandria Proclamation on Information Literacy and Lifelong Learning (2005) (unaoc.org)). |
A New Curriculum for Information Literacy | “Information literacy is a continuum of skills, behaviours, approaches and values that is so deeply entwined with the uses of information as to be a fundamental element of learning, scholarship and research. It is the defining characteristic of the discerning scholar, the informed and judicious citizen, and the autonomous learner.” (ANCIL, 2012. Retrieved from 2.pdf (sconul.ac.uk). |
There is a growing body of research-based literature about information literacy that will continue to inform the field of professional librarianship and other educators who are committed to understanding the nature and usefulness of information, and who are committed to increasing development of individuals of all ages abilities to use information literacy skills throughout their lifetime. To enable people of all ages to benefit from information literacy learning, it is beneficial to recognize features of information learning as they continue to evolve and appear as challenges and opportunities.
2.2 Features of Information Literacy Learning
As information literacy learning becomes increasingly complex, there is a growing awareness of the need for information literacies that cross multiple contexts, such as critical, visual, media, and digital and multimodal literacies. These are crucial for the achievement of personal, academic, and job and career success. In maintaining standards for information literacy skills in education, both the American Association of School Librarians (AASL) and the Association of College and Research Libraries (ACRL) recognize this increasing complexity of information literacy due to changes in information resources and technologies. The AASL Standards Framework for Learners (AASL, 2018) now defines information literacy in the context of multiple literacies, including digital, technology, and visual literacy. Similarly, the Framework for Information Literacy in Higher Education (ACRL, 2015) views the concept of information literacy as a metaliteracy, or a literacy that supports multiple literacy types (Mackey & Jacobson, 2011).
Below, you can explore the features of information literacy learning and brief descriptions of each from a library and information science perspective. Within this list, there is a great deal of cross-over between and among features. This may be explained by library and information science (LIS) scholars’ focus on the flow of information in society, as well as the LIS theory of the life cycle of information form creation to deletion. In addition, please keep in mind that there are many published sources available today that contribute significantly to each aspect of information literacy. This interactive table was created in recognition of many authoritative sources, while providing some obvious differences in each one that are likely to be helpful to instructional librarians and others who want to make sense of information literacy learning.
🖱 Click on the magnifying glass for each literacy to explore its features and relationship to information literacy.
🔎Critical Literacy
Critical literacy views individuals as active participants in literacy practices and invites them to move beyond passively accepting a text’s message to question, examine, or dispute the power relations that exist between the audience and the author(s). It focuses on issues of power and promotes reflection, transformation, and action (Freire, 1970). Information is viewed in situ (original position) to determine and make informed judgments about who, what, when, where, and how (Cooke, 2018)
In the Companion Document to the ACRL Framework for Information Literacy for Higher Education (ACRL, 2022), visual literacy is defined as "a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture." (p. 2). Visual literacy is viewed as a component of information literacy, while its knowledge practices address the unique characteristics of visual information.
Visual literacy is dependent upon information literacy, but not necessarily digital or media literacy. Why? Visual literacy can be either print-dependent or technology-dependent.
The National Association of Media Literacy Education defines media literacy as "the ability to access, analyze, evaluate, create, and act using all forms of communication," or more broadly, "a necessary, inevitable, and realistic response to the complex, ever-changing electronic environment and communication cornucopia surrounding us" (NAMLE, 2023). Media literacy skills, especially, are heavily integrated into the AASL Standards Framework for Learners (Len, 2018).
Media Literacy competencies (knowledge, skills, and attitude) for life works with all forms of media and information providers such as libraries, archives, museums, and the Internet (UNESCO, 2020, 1). Because of this, media literacy is dependent upon information and visual literacy. It can also be print-dependent or technology-dependent but is more commonly a combination of both.
Digital Literacy is the ability to comprehend the meaning of messages, judge credibility, and assess the quality of digital work (Martens and Hobbs, 2015).The ALA Digital Literacy Task Force defines digital literacy as "the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills" (ALA, 2023 ). Library initiatives centered around digital literacy tend to focus on the general public and include the Public Library Association's Digital Learn Organizations like the International Society of Technology in Education (ISTE) are more heavily involved in digital literacy initiatives in K-12 education. Though ISTE is not a professional organization for libraries per se, it attracts a large and active presence of school librarians and media specialists.
Multimodal Literacy is the ability to read visual text, images, and design such as audio, video, animation, icons, buttons, tabs, hyperlinks (Dobler, 2022)
Metaliteracy is characterized by the producing and sharing of information in participatory digital environments (Mackey & Jacobson, 2011, 2014). Being meta-literate means having the critical information literacy skills that support the practice of all other literacies, such as knowing when to practice what literacy and in what context (e.g., digital literacy at school versus digital literacy at home). Being critically meta-literate also means being transliterate—or understanding how literacy practices translate across different domains, e.g., digital literacy at school versus digital literacy at home (Hovious, 2018).
To become clear about what instructional libraries teach, it is worthwhile to focus on definitions of information literacy, such as the definitions presented above, as a way of accurately and clearly understanding what it means to teach and learn in libraries. Given that instructional librarians do not teach everything under the sun so to speak, instructional librarians have many possible information-related instructional options, or learning objectives or outcomes, with benefits to library users.
2.3 Benefits of Information Literacy Learning
Instruction is effective to the degree that it changes someone in positive, desired directions. In information literacy learning, the desired direction is to improve quality of life through effective (produces intended result), efficient (in the best possible way), and ethical (conforming to human rights) use of information. While pre- and in-service instructional librarians have great intentions to join forces with other librarians, educators and scholars to improve quality of life, it is difficult at times to see a clear direction to desired information literacy learning outcomes. In an effort to cut through the fog, addressed below are some major objectives for instruction that will assist library users in beneficial ways.
2.4 Information Literacy Models
The movement of information literacy toward a set of defined skills in K-12 and higher education resulted in the development of several models of information literacy based on theories of information behavior and the cognitive sciences (Lowe & Eisenberg, 2006). Three models stand out as the most widely used. These are the Bix Six Model (Big6), Kuhlthau’s Information Seeking Process, and the REACTS Model. Big6 is the most systematic approach to information problem solving; the REACTS Model offers a more developmental view of the research process, and Kuhlthau’s model uses the most holistic approach, tying feelings and thoughts to actions in the information seeking process (Young, 1999).
2.4.1 Big Six Information Model
The Big Six Information Model (Big6) is considered the most popular and widely-used process for teaching information literacy skills in K-12 (Eisenberg, 2008). Eisenberg and Berkowitz (1990) developed Big6 using an iterative, experimental approach of observation and practice in authentic teaching and learning environments across multiple age and grade groups (Lowe & Eisenberg, 2006). The model divides the information problem-solving process into six stages of critical thinking: 1) task definition; 2) information seeking strategies, 3) location and access, 4) use of information, 5) information, and 6) evaluation. Information and communication technology (ICT) skills are considered an integral part of the model’s process, and are embedded within each stage (Eisenberg, 2001). Though much of the research on Big6 is anecdotal, some evidence of its efficacy as a metacognitive scaffolding tool exists (Lowe & Eisenberg, 2006). This is important, considering the role that metacognition plays in information literacy (Wolf, 2003).
2.4.2 REACTS Model
Stripling and Pitts (1988) developed a taxonomy to explain the “brainstorms and blueprints of library research” (p. 2). Their taxonomy represents the developmental progress of library research, starting with the introduction of fact-finding in third grade, asking-searching in fourth grade, examining-organizing in fifth grade, evaluating-deliberating in seventh grade, integrating-concluding in tenth grade, and conceptualizing in twelfth grade. Each level of taxonomy is associated with a “thoughtful reaction” (Stripling & Pitts, 1988, p, 9), aptly named the REACTS taxonomy. Thoughtful reactions (REACTS) represent students’ critical thinking responses to components of the research taxonomy, so that fact-finding is associated with Recall, asking-searching with Explaining, examining-organizing with Analyzing, evaluating-deliberating with Challenging, integrating-concluding with Transforming, and conceptualizing with Synthesizing. The critical thinking emphasis of REACTS is suitable for inquiry-based learning (Callison & Baker, 2014; Stripling, 2003, 2009).
2.4.3 Information Search Process (ISP) Model
Kuhlthau (1985, 1989) developed a six-stage model of the information search process (ISP). that is based on personal construct theory, as well as theories of sense-making. The underlying philosophy of the model is that the process of information searching is holistic and constructed out of individuals’ worldviews (i.e., personal construct theory). Individuals associate different feelings with different phases of the information search process as they struggle to solve an information problem. Feelings of uncertainty occur during task initiation, which may cause thoughts of ambiguity, but may also motivate relevant information seeking. Additional feelings unfold during the next phases of the search process: optimism (topic selection), confusion (exploration), clarity (focus formulation), confidence (information collection), relief (search closure), and satisfaction (writing) (Kuhlthau, 1989). Kuhlthau’s model was validated with library users across multiple settings in school, academic, and public libraries (Kuhlthau et al., 1990). Like Big6, Kuhlthau’s model has maintained its usefulness through the continuing evolution of information literacy (Kuhlthau, 2010; Kuhlthau et al., 2006).
2.5 Information Literacy Instruction
Library instruction dates back as far as the late 1800’s, though a conceptual understanding of it did not appear until the 1950’s and 1960’s (Hardesty, 1995). An event that signaled the emergence of formal bibliographic instruction was the Monteith Library Project at Wayne State University in 1960, an experimental university-wide program that sought to improve students’ competence in using the library (Knapp, 1961). Lack of acceptance of librarians as faculty peers led to the failure of that program. The modern bibliographic instruction movement began a decade later and gained further traction in 1977 when the Bibliographic Instruction Section of the Association of College and Research Libraries (ACRL) was officially formed (Hardesty, 1995). However, it was the introduction of information literacy and its recognition as an important skill for college and career readiness that led to the prominence of information literacy instruction as a central job duty for academic and librarians (Saunders, 2012). Information literacy instruction is also foundational to the work of K-12 school librarians, who are expected to "model, promote, and teach critical-thinking and the inquiry process by using multiple literacies" (ALA/AASL/CAEP, 2019, p. 11). Both academic and school librarians are guided by standards, guidelines, and frameworks for information literacy set forth by their respective divisions of the American Library Association.
2.5.1 AASL Standards Framework for Learners
Garrison et al. (2018) describe the Standards Framework for Learners (AASL, 2017) as a tool intended to "transform teaching and learning and provide a comprehensive support guide for school librarians to create, implement and assess meaningful, structured learning tasks focused on important information literacy skills for students" (p. 2). The standards are arranged across six integrated frameworks, also referred to as shared foundations, that describe the knowledge and competencies that students should be able to demonstrate as they develop into multi-literate lifelong learners.
🖱 Click on the magnifying glass for each shared foundation below to explore its role in library instruction.
Inquiry-based information activities give learners the opportunity to explore their personal interests through problem solving and experiential learning. They build new knowledge while drawing on prior knowledge, and make real-world connections to concepts that foster a love for lifelong learning.
Interacting with a range of learners and engaging in debate with exposure to multiple perspectives helps students develop empathy, tolerance, and a commitment to inclusivity.
When learners work collaboratively in a group toward a shared goal, they deepen their understanding of diverse perspectives and learn from each other through peer feedback. A variety of tools can be used to extend collaborative learning into digital spaces.
When learners are empowered to collect, organize, and share personally relevant resources with a variety of audiences, they have the opportunity to critically reflect on the quality and accuracy of the sources that they curate.
🔎V. Explore
The exploratory nature of inquiry processes fosters curiosity and helps learners develop a growth mindset.
When learners are able to follow legal and ethical practices for using, creating, and sharing information, then they are able to inspire others to do the same.
2.5.2 The ACRL Framework
The Association of College and Research Libraries (ACRL) first published Information Literacy Competency Standards for Higher Education in 2000, with the goal of providing a tool for academic librarians to assess the information and research literacy skills of their students. The publication tied information literacy squarely to lifelong learning, and recognized the integral role of information technology skills that coexist alongside information literacy (i.e., to locate information in a database). Five standards, broken down into 22 performance indicators, described the skill sets integral to information literacy. The success of the 2000 standards are reflected in their wide acceptance by the Association of American Colleges and Universities (AAC&U, 2007), as well as in the development of standardized tests, such as Projects SAILS: The Project for the Standardized Assessment of Information Literacy Skills (Radcliff et al., 2007), to formally assess the skills.
More recently, those standards were rescinded in favor of a Framework for Information Literacy in Higher Education. The new framework expanded the definition of information literacy, describing it as a “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” (ACRL, 2015, p. 3). The structure of the ACRL framework is based on the constructivist learning philosophy of threshold concepts, which are defined as concepts that require a transformational way of thinking to progress in learning (Meyer & Land, 2005). This has proven to be an instructional challenge for academic librarians, apparent in literature questioning the usefulness of threshold concepts for developing information literacy instruction, especially at the undergraduate level (Morgan, 2015; Reed, 2015; Townsend et al., 2016). The six threshold concepts of the Framework for Information Literacy in Higher Education are described below. Each concept is supported by a set of knowledge practices and dispositions.
🖱 Click on the magnifying glass for each threshold concept below to explore its role in library instruction.
Information resources reflect their creators’ expertise and credibility and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required (ACRL, 2015, p. 12).
Information literate students understand that authority differs by context and discipline and look to appropriate indicators of authority (e.g., subject expertise, experience, reputation) when evaluating the credibility and reliability of a source.
Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences (ACRL, 2015, p. 14).
Information literate students understand that authors and creators intentially select a specific mode of delivery to convey a specific message to a specific audience. The norms of message delivery (i.e., accepted modes) depend upon discipline and context.
Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socio economic interests influence information production and dissemination (ACRL, 2015, p. 16).
Information literate students recognize that information is a commodity. They understand the social and legal constructs of intellectual property and give credit to others' original ideas and creative works through attribution and citation.
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field (ACRL, 2015, p. 18).
Information literate students are able to identify information gaps in research, formulate research questions that match information needs, and synthesize information from multiple sources.
Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations (ACRL, p. 20).
Information literate students successfully participate in scholarly communities of practice. They are aware of the evolving changes in scholarly perspectives within their specific disciplines. They participate in scholarly discussions, contribute to student research journals, and/or present at conferences and other venues.
Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops (ACRL, p. 22).
Information literate students use appropriate search strategies that align with their information needs.
2.5.2 Information Literacy as an Essential Learning Outcome
In 2005, the Liberal Education and America’s Promise (LEAP) initiative was launched by the Association of American Colleges and Universities to promote the importance of a liberal arts education to achieve an informed body of college graduates in the 21st century (Schneider, 2021). The research-based initiative outlines four Essential Learning Outcomes that are integral to the undergraduate curriculum. Of the four outcomes, information literacy falls under Intellectual and Practical Skills. The LEAP initiative motivated numerous institutions of higher education to develop programs to integrate the Essential Learning Outcomes into their core undergraduate curricula. As a result, information literacy is widely recognized today as fundamental to undergraduate education (Saunders, 2012). The LEAP initiative has even inspired some academic librarians to experiment with information literacy learning within student-centered collaborative programming (Schendel et al., 2013).
2.6 Featured Exercises in Instructional Librarianship
Featured items are opportunities for pre- and in-service instructional librarians to engage in intellectual exercises extending chapter content that may challenge your thinking and encourage additional practices in instructional librarian.
2.6.1 Featured Exercise: Promoting Information Literacy Learning
After reading this chapter, reflect on the presented information literacy definitions and descriptions; benefits, theories, and models of information literacy; and standards for information literacy. Once you have collected and organized your thoughts, draft a 500 word statement from the library telling listeners what information literacy is and why information literacy skills are important in today’s society. Once you have your statement just right, using your written statement, record a video (audio and video) that can be shared on the library’s website answering the question: What is information literacy? Why is information literacy important?
Think of your video as a library promotional statement.
2.6.2 Featured Exercise: Overcoming Hurdles
Reflecting on the contents of this chapter, talk to two instructional librarians (any library type). Ask these three questions:
- Please tell me about your commitment to information literacy learning?
- What hurdles to library instruction do you experience?
- If you could improve your situation toward increased involve in information literacy skills instruction, what would you change be?
Immediately following the conversation, make some notes about what you learned. Discuss your conversation with class members. Based on your conversation with class members, what proactive steps will you take?
2.7 References and Recommended Readings
AAC&U. Association of American Colleges and Universities. (2007). VALUE rubrics - information literacy. https://www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-information-literacy
AASL. American Association of School Librarians. (2007). Standards for the 21st-century learner. http://www.ala.org/aasl/standards/learning
ACRL. Association of College and Research Libraries. (2015). Framework for information literacy for higher education. http://www.ala.org/acrl/standards/ilframework
ALA. American Library Association. (1989). Presidential committee on information literacy: Final report. http://www.ala.org/acrl/publications/whitepapers/presidential
ALA/AASL/CAEP. (2019). ALA/AASL/CAEP school librarian preparation standards. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/ALA_AASL_CAEP_School_Librarian_Preparation_Standards_2019_Final.pdf
Behrens, S. J. (1994). A conceptual analysis and historical overview of information literacy. College & Research Libraries, 55(4), 309-322.
Breivik, P. S. (1985). A vision in the making: Putting libraries back in the information society. American Libraries, 16(10), 723.
Burchinal, L. G. (1976, Sept. 24). The communications revolution: America’s third century challenge. In The future of organizing knowledge: Papers presented at the Texas A & M University Library’s Centennial Academic Assembly. College Station, TX: Texas A & M University Library.
Callison, D., & Baker, K. (2014). Elements of information inquiry, evolution of models, & measure reflection. Knowledge Quest, 43(2), 18-24.
Cooper, J. C. (2014). Guided inquiry by design: The story of student learning. School Library Monthly, 30(4), 18-20.
Eisenberg, M. B., & Berkowitz, R. E. (1990). Information problem solving: The Big Six skills approach to library & information skills instruction. Norwood, NJ: Ablex Publishing Corporation.
Eisenberg, M. B. (2008). Information literacy: Essential skills for the information age. DESIDOC Journal of Library & Information Technology, 28(2), 39-47.
Ivanitskaya, L., O’Boyle, I., & Casey, A. M. (2006). Health information literacy and competencies of information age students: Results from the interactive online Research Readiness Self-Assessment (RRSA). Journal of Medical Internet Research, 8(2), e6. doi:10.2196/jmir.8.2.e6
Johnston, B., & Webber, S. (2003). Information literacy in higher education: A review and case study. Studies in Higher Education, 28(3), 335-352. doi:10.1080/03075070310000113441
Kitchener, K. S., & King, P. M. (1981). Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology, 2(2), 89-116.
Kuhlthau, C. C. (1985). Teaching the library research process. New York, NY: Centre for Applied Research in Education.
Kuhlthau, C. C. (1987). Information skills for an information society: A review of research. Syracuse, NY: Syracuse University. (ERIC No. ED297740)
Kuhlthau, C. C. (1989). Information search process: A summary of research and implications for school library media programs. School Library Media Quarterly, 18(1). http://www.ala.org/aasl/slr
Kuhlthau, C. C. (2010). Guided inquiry: School libraries in the 21st century. School Libraries Worldwide, 16(1), 1-12.
Kuhlthau, C. C., Turock, B. J., George, M. W., & Belvin, R. J. (1990). Validating a Model of the Search Process: A Comparison of Academic, Public, and School Library Users. Library and Information Science Research, 12(1), 5-31.
Kuiper, E., Volman, M., & Terwel, J. (2005). The Web as an information resource in K-12 education: Strategies for supporting students in searching and processing information. Review of Educational Research, 75(3), 285-328. doi:10.3102/00346543075003285
Lankshear, C., & Knobel, M. (2006). Changing literacies. Bristol, PA: Open University Press.
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