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ACRL | Philosophical Shift: Teach the Faculty to Teach Information Literacy. Risë L. Smith, Public Services Librarian Karl E. Mundt Library, Dakota State University Integrating information literacy throughout the undergraduate curriculum is limited as long as librarians insist on doing the instruction themselves, because staffing is inadequate to support full-fledged, integrated instruction programs.

Instead, librarians should train and assist the faculty to teach information literacy in their courses. Introduction Integrating information literacy throughout the undergraduate curriculum is limited as long as librarians insist on doing the instruction themselves. As librarians work to improve the quality of instruction---for example, to include more problem-based learning and to increase the amount of time spent with a given class---less time is available for expanding the instruction program from a small group of courses to other courses, programs, or majors.

Although this approach is not widely advocated, it is being discussed. A Problem---A Solution Conclusion. Start Here - Information Literacy Tutorial - LibGuides at University of Southern Maine. This site is designed to serve as your starting point for basic information literacy instruction. What is information literacy? "Information literacy is 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," (ACRL). While Google or Wikipedia may seem like a fast, easy way to find books and articles for class assignments, they are not. Access to the full-text, peer-reviewed articles and other scholarly materials required by your instructors are easily accessed through the USM Libraries website. The information provided on this site will provide you with a basic explanation of how to access such resources and it should make your college research experience easier and more productive.

The tabs at the top of this page are numbered. This instruction is designed to serve only as a starting point. Now, click on the Introduction tab at the top. ACRL | Characteristics of Programs of Information Literacy that Illustrate Best Practices. Approved by the ACRL Board, June 2003, revised January 2012. Note: Links within the text will take you to an annotation of the highlighted terms.

Overview The “Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline” attempts to articulate elements of exemplary information literacy programs for undergraduate students at four- and two-year institutions. The characteristics identify and describe features notable in information literacy programs of excellence. The characteristics are not, however, descriptive of any one program, but rather represent a metaset of elements identified through examination of many programs and philosophies of undergraduate information literacy.

Although an attempt was made to categorize and organize the characteristics for ease of use and logical presentation, the order does not reflect any judgment of priority. Purpose and Use Characteristics of Programs of Information Literacy that Illustrate Best Practices Category 1: Mission. Information Literacy. Www.library.eiu.edu/pubs/policies/Literacy.pdf. Information Literacy Program Components - UMass Amherst Library. Services » Instruction and Information Literacy » Information Literacy » Information Literacy Program Components Librarians are assigned to all undergraduate, graduate and certificate programs offered by the University. Librarians work with instructional faculty to develop the information literacy skills relevant to those majors and for the professions related to those majors. I. Activities Information literacy objectives are attained through various activities developed collaboratively by librarians and faculty. II. Undergraduate Curriculum | Graduate Curriculum | Faculty Development.

University Libraries > Instruction Services > Plan for Information Literacy at the University of Rhode Island. Appendices I. Introduction In the Information Age it is a necessity for all URI students, staff, and faculty to be accomplished information users. Recognizing this, the University Libraries’ reference librarians have designed and offer an incremental long range plan that provides library instruction based on the Association of College & Research Libraries’ Information Literacy Competency Standards for Higher Education (approved in 2000).

The ACRL competencies support and address the needs of individuals to become life-long learners. A. Information literacy is 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. " B. “Have you ever heard of Data Smog?

II. A. New England Association of Schools and Colleges (NEASC) Standards Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education B. 1. 2. Vision Statement Mission Statement. Librarian/faculty collaborations | ILP | Library | California State University San Marcos. ACRL | Information Literacy Competency Standards for Higher Education. The Information Literacy Competency Standards for Higher Education (originally approved in 2000) were rescinded by the ACRL Board of Directors on June 25, 2016, at the 2016 ALA Annual Conference in Orlando, Florida, which means they are no longer in force. This document (and the PDF) will remain on the website until July 1, 2017 to allow for the transition to the Framework for Information Literacy for Higher Education.

ACRL is developing resources to assist librarians in using the Framework. Introduction Information Literacy Defined Information Literacy and Information Technology Information Literacy and Higher Education Information Literacy and Pedagogy Use of the Standards Information Literacy and Assessment Standards, Performance Indicators, and OutcomesStandards for Proficiencies for Instruction Librarians and Coordinators: A Practical Guide Information Literacy Defined Information literacy forms the basis for lifelong learning. Information Literacy and Information Technology Notes. Information Literacy Learning Goals - Library Services. The Library Information Literacy Advisory Council proposes a set of information literacy learning goals and objectives for CUNY students to achieve by the time they have completed 60 credits. The purpose is to ensure that our efforts at information literacy fully articulate within CUNY. These learning objectives have been approved and endorsed by the CUNY University Librarian and the CUNY Council of Chief Librarians, who agree to work with campus leaders, faculty and administrators to ensure that the learning objectives are met.

Learning Goals Summary The Learning Goals for every CUNY student with 60 credits includes: 1. 2. That topic; 3. 4. Learning Objectives Detail The specific objectives/outcomes relating to each of these broad learning goals are described below. 1. A. B. . ( i.e., information sources -- government, news media, social networking sources, and the scholarly communication cycle) during the research process to guide their selection of relevant and appropriate sources. c. D. 2. ACRL | Information Literacy Competency Standards for Higher Education. The Information Literacy Competency Standards for Higher Education (originally approved in 2000) were rescinded by the ACRL Board of Directors on June 25, 2016, at the 2016 ALA Annual Conference in Orlando, Florida, which means they are no longer in force.

This document (and the PDF) will remain on the website until July 1, 2017 to allow for the transition to the Framework for Information Literacy for Higher Education. ACRL is developing resources to assist librarians in using the Framework. Introduction Information Literacy Defined Information Literacy and Information Technology Information Literacy and Higher Education Information Literacy and Pedagogy Use of the Standards Information Literacy and Assessment Standards, Performance Indicators, and OutcomesStandards for Proficiencies for Instruction Librarians and Coordinators: A Practical Guide Information Literacy Defined Information literacy forms the basis for lifelong learning. Information Literacy and Information Technology Notes. Information Literacy Program. Information Literacy at the UM Libraries. What is information literacy? The University of Maryland Libraries' information literacy program is designed to provide members of the University with the skills and knowledge needed to effectively find, evaluate and ethically use information to support academic excellence and lifelong learning.

Who teaches information literacy? These groups provide the leadership in conducting the day-to-day activities that constitute the Libraries' information literacy program: Teaching & Learning Services:Design general learning tools (in a variety of formats);Coordinate the Libraries participation at campus information fairs, orientations, and other key events;Teach library instruction to pre-college (summer) courses, large first-year courses (e.g., ENGL 101, UNIV 101, GEMS 104), transfer and returning students, and the Professional Writing Program for juniors and seniors.

Librarian Liaisons to Academic Colleges, Schools and Departments: Curators and Archivists: How large is our program? Yes. Ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1015&context=wlpub&sei-redir=1#search=""Information+literacy+is+an+integral+component+of+the+quest+for+knowledge.+It+includes+developing+a+critical+disposition+and+practical+use+of+information+te.