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Assessment 5: Information Literacy Study Guide

INFORMATION LITERACY- EX 5

Clear consistent convincing

Mission Statement

Support teaching and learning needs.Promote life-long learning.Provide current information.Provide sufficient depth to support student research.Provide sufficient breadth to support a general-interest collection.Provide recreational reading for all members of the community.Support professional development.Support the continued development of a free and democratic society.Mission Statement should align with ALA and school mission. Should appear in written documents and be

reviewed periodically w/ learning goals and objectives.

Librarians are to collaborate with the classroom teacher and incorporate information literacy skills into alllessons. Librarians are to be an active member of the school society and be on committees that further goals of

the library such as curriculum, school improvement, technology, beautification, and alternative discipline and

reward committees.Collaboration and community service are active processes not passive. Collaboration is a team building process

such that students can go to either the classroom teacher or the LMS with questions, because both know the

lesson so well.While collaborating with staff also involve the administrator and keep them informed of the activity and focus of

your program.

Some examples of info lit: 1how to access resources in the library or on line, 2 evaluation of resources, 3note

taking, 4 respect for copyright, 5citing of sources.A good research method is the BIG 6-

1. define the task 2what information is needed 3 locate and access these sources

4 Use the information found 5 synthesize into the final project 6 evaluation of the project, a rubric is a properevaluation tool. When planning lessons with teachers keep focused on the higher levels of the DEPTH OF

KNOWLEDGE (level 1 is recall, level 2 is basic application of skill or concept, level 3 is strategic thinking and

level 4 is extended thinking) such as taking their knowledge and applying it to a new task.

Evaluation of your LM program is crucial to show teachers and administrators the value of your program.

Surveys of students and staff-Assessment of skills-Counts of circulation, students, classes in monthly and yearly

comparison.

Literacy in an Information Society. ERIC Digest.Information Literacy is the ability to access, evaluate, and use information from a variety of sources. As studentsprepare for the 21st century, traditional instruction in reading, writing, and mathematics needs to be coupled with

practice in communication, critical thinking, and problem solving skills (Costa, 1985).

DEFINITION

An information literate person is one who:

* recognizes that accurate and complete information is the basis for intelligent decision making

* recognizes the need for information* formulates questions based on information needs

* identifies potential sources of information

* develops successful search strategies

* accesses sources of information including computer-based and other technologies

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* evaluates information

* organizes information for practical application* integrates new information into an existing body of knowledge

* uses information in critical thinking and problem solving (Doyle, 1992)

Collaboration

Collaborating with Faculty | Collaborating with LibrariansCollaborating with Faculty

Collaboration between faculty and librarians is fundamental to information literacy.

Collaboration is based on shared goals, a shared vision, and a climate of trust and respect. Eachpartner brings different strengths and perspectives to the relationship.The teacher brings an understanding of the strengths, weaknesses, attitudes and interests of thestudents, and of the content to be taught.The librarian adds a thorough knowledge of information skills and methods to integrate them into thecourse, pedagogical knowledge for teaching these skills and an understanding of students frustrationwith the research process.Successful collaboration requires carefully defined roles, comprehensive planning and shared leadership.

CONCEPT EVOLUTIONA basic objective of education is for each student to learn how to identify needed information, locate and organiz

it, and present it in a clear and persuasive manner (Hashim, 1986, p.17). In "Educating Students to Think: TheRole of the School Library Media Program" (Mancall, Aaron, & Walker, 1986), the role of the school library

media program in achieving this basic objective was described: (1) school library media programs need to be

involved in helping students develop thinking skills; (2) school library media programs need to take into accountcurrent research on how children and adolescents process information and ideas; and (3) school library media

programs need to assist with the development of an information skills program in all curricular areas.

In 1987, Kuhlthau advanced the concept of information literacy further when she included library skills andcomputer literacy in the definition. Kuhlthau's work pointed the way toward the integration of information

literacy with curriculum and presages the current development of the concept of information literacy with the

library media center as the starting platform.In 1988, the American Association of School Librarians (AASL), a branch of the American Library Association

(ALA), published "Information Power" (ALA, 1988), national guidelines for school library media programs. The

stated mission of "Information Power" is "to ensure that students and staff are effective users of ideas and

information." This mission is accomplished by:* providing intellectual and physical access to materials in all formats;

* providing instruction to foster competence and stimulate interest in reading, viewing, and using information an

ideas; and* working with other educators to design learning strategies to meet the needs of individual students (ALA,

1988).

The concept of information literacy was advanced still further when the first meeting of the National Forum in

Information Literacy (NFIL) took place on November 9, 1989. NFIL is a coalition of over 60 organizations frombusiness, government, and education, all sharing an interest in and a concern for information literacy.

INFORMATION LITERACY IN CONTEXT

For an innovation to be successful, it needs to be integrated into the fabric of existing practice. Two major eventsdriving information literacy into the arena of ideas are the Secretary's Commission on Achieving Necessary Skill

(SCANS) Report, "What Work Requires of Schools" (1991), and "Goals 2000," the national agenda for

education. The SCANS Report outlined the economic shift in contemporary American society toward informatioservices. It suggested and recommended skills that all Americans will need for entry level employment. These

recommendations were phrased as outcome measures and included both foundation skills and practical

competencies. SCANS recommended a three-part skills foundation that included: (1) basic skills, such ascommunication and understanding in reading, writing, and speaking; (2) thinking skills, such as problem solving

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knowing how to learn, the generation of new ideas, setting goals, and choosing best alternatives; and (3) persona

qualities, such as responsibility, self esteem, sociability, self-management, integrity, and honesty (SCANS, 1991p. xviii). There is a very close relationship between the full definition of information literacy and the

recommendations of the SCANS Report, and this congruency provides a powerful argument for advancing the

concept of information literacy.In 1975, the National Governors' Conference publicized a list of national educational goals, but little was done to

implement them. In 1990, the goals were widely publicized by President Bush's administration. In 1994, Presiden

Clinton signed legislation authorizing Goals 2000, giving the national education goals legal status. The aim of

Goals 2000 was expressed as: "individually, to promote higher levels of individual student achievement, andcollectively, to build a globally competitive American workforce" (America 2000, 1991, p.2). Six goals were

proposed, covering issues ranging from the education of preschool children to adult literacy. In 1992, a panel of

experts from the organizational memberships comprising the National Forum for Information Literacy,collaborated in a Delphi study that looked at the National Education Goals. One objective of this panel was to

specify the outcome measures of information literacy that could be correlated with the means for achieving

selected National Education Goals. Success in reaching this objective would result in listing the ways in whichthese education goals could be attained by applying the process of information literacy. Results of this research

showed that the panel members reached consensus on 45 outcome measures for information literacy in the

context of selected national education goals.Both the SCANS Report and Goals 2000 agree on much of what is needed. There should be a greater focus on

teaching all students to become independent lifelong learners, to become critical thinkers, to use a variety oftechnologies proficiently, and to work effectively with others.

TECHNOLOGY IMPACT

The process of information literacy requires not only the learning of a constellation of skills, but also a new way

of thinking in order to derive meaning from learning. Technological storage and sharing of information has

increased the availability of data tremendously. Much of this information is available only throughtelecommunications. Information literacy in telecommunications is achieved when learners know when to use

online resources, know how to access information competently, know how to evaluate information as to accuracy

and pertinence for each need, and know how to use this information to communicate effectively. Learners whoare able to do this will have lifelong skills they will need in the Information Age.

EDUCATIONAL REFORM

Much of what occurs in classrooms today was first conceived in the early part of the twentieth century, during thindustrial period of American economic history. School curriculum was viewed as a means for passing down to

the student all the skills necessary for effective citizenry. As America moves toward an information society

critical thinking skills, problem-solving skills, and competence in information literacy in order to process

information become increasingly more important for all students. Information literacy needs to develop in thecontext of school reform, restructuring, assessment, and national goals. Currently, the professional curricular

organizations of major subject areas are engaged in the process of redefining their national standards.

CURRICULUM STANDARDS

The National Council of Teachers of Mathematics (NCTM) paved the way for all national standards

curriculum reform efforts. "Curriculum and Evaluation Standards for School Mathematics" views mathematics a

"more than a collection of concepts and skills to be mastered; it includes methods of investigating and reasoning

means of communication, and notions of context. It involves the development of personal self-confidence"(NCTM, p. 5). Information literacy, as presented within the mathematics curriculum involves problem solving,

the use of estimation, thinking strategies for basic facts, formulating and investigating questions from problem

situations, use of computers and calculators, and other technologies. Assessment of mathematics also fits withinthe larger picture of information literacy, because the focus of evaluation is on using information in meaningful

ways to demonstrate understanding.

The National Council for Social Studies (NCSS) has been in the process of revising their standards, withseveral steps yet to be completed before publication of "Curriculum Standards for the Social Studies." To

understand and apply the concepts covered in the social studies curriculum, all students will need practice in

information literacy skills. The standards state that "it is important that students be able to connect knowledge,skills, and values to action as they engage in social inquiry" (NCSS, 1993). Helping students acquire the skills to

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make good decisions is the basis of the new social studies standards, and information literacy is implicitly and

explicitly intertwined.

The National Committee on Science Education Standards and Assessment (NCSESA) is in the process of

producing "Science for All" (NRC, 1993), national science standards. The section on "The Nature of Science"

includes "knowledge of the inquiry process, the ability to design and carry out an investigation, perspectivesassociated with critical thinking or habits of mind, and other positive attitudes usually associated with learning."

This is an excellent application of information literacy using a hands-on approach appropriate to a particular

subject matter.

SUMMARYAs American society has shifted from an economy based on capital goods (industrial) to an economy based on

services (information), there has been a corresponding shift in what is expected from American education.

Knowing how to ask the right questions may be the single most important step in learning. The process that isconducted in order to find answers to the right questions leads to the point at which information becomes

knowledge. Information Literacy--the ability to access, evaluate, and use information from a variety of sources--

central to all successful learning and by extension to all successful living.BIBLIOGRAPHY

American Association of School Librarians and Association for Educational Communications and Technology.

(1988). INFORMATION POWER: GUIDELINES FOR SCHOOL LIBRARY MEDIA PROGRAMS. Chicago:Author. (ED 315 028)

American Library Association Presidential Committee on Information Literacy. (1989). FINAL REPORT.Chicago: Author. (ED 316 074)

Costa, A.L. (Ed.). (1985). DEVELOPING MINDS: A RESOURCE BOOK FOR TEACHING THINKING.Alexandria, VA: Association for Supervision and Curriculum Development. (ED 262 968)

Doyle, C.S. (1992). OUTCOME MEASURES FOR INFORMATION LITERACY WITHIN THE NATIONAL

EDUCATION GOALS OF 1990. FINAL REPORT TO NATIONAL FORUM ON INFORMATIONLITERACY. SUMMARY OF FINDINGS. (ED 351 033) sdfdfsdf

Hashim, E. (1986). Educating students to think: The role of the school library media program, an introduction. In

INFORMATIONLITERACY: LEARNING HOW TO LEARN. A COLLECTION OF ARTICLES FROM SCHOOL LIBRARY

MEDIA QUARTERLY, 17. Chicago: ALA, 1991.

Kuhlthau, C.C. (1987). INFORMATION SKILLS FOR AN INFORMATION SOCIETY: A REVIEW OFRESEARCH. Syracuse, NY: ERIC Clearinghouse on Information Resources. (ED 297 740)

Mancall, J. C., Aaron, S. L., & Walker, S. A. (1986). Educating students to think: The role of the library media

program. A concept paper written for the National Commission on Libraries and Information Science. SCHOOL

LIBRARY MEDIA QUARTERLY, 15(1), 18-27. (EJ 344 239)National Commission on Excellence in Education. (1983). A NATION AT RISK: THE IMPERATIVE FOR

EDUCATIONAL REFORM. Washington, DC: U.S. Government Printing Office. (ED 226 006)

National Council for the Social Studies. (1993). CURRICULUM STANDARDS FOR THE SOCIAL STUDIES,DRAFT 2. Washington, DC: NCSS.

National Council of Teachers of Mathematics. Commission on Standards for School Mathematics. (1989).

CURRICULUM AND EVALUATION STANDARDS FOR SCHOOL MATHEMATICS. Reston, VA: NCTM.

(ED 304 336)National Research Council. (1993). NATIONAL SCIENCE EDUCATION STANDARDS: AN ENHANCED

SAMPLER. A WORKING PAPER OF THE NATIONAL

COUNCIL ON SCIENCE EDUCATION STANDARDS AND ASSESSMENT. Washington, DC: NRC. (ED 36175)

Secretary's Commission on Achieving Necessary Skills. (1991). WHAT WORK REQUIRES OF SCHOOLS: A

SCANS REPORT FOR AMERICA 2000. Washington, DC: U.S. Government Printing Office. (ED 332 054)U.S. Department of Education. (1991). AMERICA 2000: AN EDUCATIONAL STRATEGY SOURCEBOOK.

(ED 327 985)

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This Digest was adapted from the ERIC monograph, "Information Literacy in an Information Society: A Concep

for the Information Age" by Christina S. Doyle (ED 372 763).

What is Information Literacy?

Information Literacy is the set of skills needed to find, retrieve, analyze, and use information.

The beginning of the 21st century has been called the Information Age because of the explosion of information

output and information sources. It has become increasingly clear that students cannot learn everything they need

to know in their field of study in a few years of college. Information literacy equips them with the critical skillsnecessary to become independent lifelong learners.

Too often we assume that as students write research papers and read textbooks they are gaining sufficient IL

skills. This is not so. IL skills may be introduced but what is needed is a parallel curriculum in IL forming astrong foundation of a college education.

As theAmerican Library Association Presidential Committee on Information Literacy (January 10, 1989,Washington, D.C.) says Ultimately, information literate people are those who have learned how to learn. They

know how to learn because they know how knowledge is organized, how to find information, and how to use

information in such a way that others can learn from them. They are people prepared for lifelong learning,because they can always find the information needed for any task or decision at hand.

Why is Information Literacy important?Have you ever heard of Data Smog? A term coined by author David Shenk, it refers to the idea that too much

information can create a barrier in our lives. This data smog is produced by the amount of information, the speed

at which it comes to us from all directions, the need to make fast decisions, and the feeling of anxiety that we aremaking decisions without having ALL the information that is available or that we need.

Information literacy is the solution to Data Smog. It allows us to cope by giving us the skills to know when we

need information and where to locate it effectively and efficiently. It includes the technological skills needed to

use the modern library as a gateway to information. It enables us to analyze and evaluate the information we findthus giving us confidence in using that information to make a decision or create a product.

Who needs Information Literacy?

The concept of Information Literacy may seem too broad and overwhelming. Why should students learn all this?Because we want to remove the obstacles to creativity which are caused by lack of understanding of the researchprocess. We only want to introduce students to those skills which will allow them to succeed in their future

chosen paths.

This is not just for college students but all of us, as professionals, in the workplace and in our personal lives.Being information literate ultimately improves our quality of life as we make informed decisions when buying a

house, choosing a school, hiring staff, making an investment, voting for our representatives, and so much more.

Information Literacy is, in fact, the basis of a sound democracy.As U.S. Representative Major R. Owens has said "Information literacy is needed to guarantee the survival of

democratic institutions. All men are created equal but voters with information resources are in a position to make

more intelligent decisions than citizens who are information illiterates."American Library AssociationPresidential Committee on Information Literacy, Washington, D.C.

How do I learn more about Information Literacy?This website is great place to start. In the "Resources & Ideas" area of the site, you can learn about curriculum

development, ponder ideas about collaboration between faculty and librarians, find bibliographies on a wide

range of subjects, and explore the many ways that other institutions have put information literacy into action. Be

sure to take a look at our list ofcore readings on information literacy.Our "Standards & Guidelines" area will lead you step-by-step through the "Information Literacy CompetencyStandards for Higher Education," fleshing out each of the five standards with examples and sample outcomes.

Here you will also find extensive ideas on implementing the standards in your own program.

In the "Professional Activity" area, librarians will find a wealth of resources for becoming active in information

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literacy, including electronic lists, information on grants, and the Institute for Information Literacy.

This site can also get you in touch with librarians who are an experts on ILBe sure and look at ourGlossaryto become familiar with common terms and concepts used in IL.For background and history on information literacy in library instruction, visit the ACRL Instruction Section'sWelcome page, and especially their page on How it All Began.

ACRL Information Literacy Web SiteMaintained and developed by the Information Literacy Advisory Committee. Contact us.

Standards, Performance Indicators, and OutcomesStandard One

The information literate student determines the nature and extent of the information needed.Performance Indicators:The information literate student defines and articulates the need for information.Outcomes Include:Confers with instructors and participates in class discussions, peer workgroups, and electronicdiscussions to identify a research topic, or other information needDevelops a thesis statement and formulates questions based on the information needExplores general information sources to increase familiarity with the topicDefines or modifies the information need to achieve a manageable focusIdentifies key concepts and terms that describe the information needRecognizes that existing information can be combined with original thought, experimentation, and/oranalysis to produce new informationThe information literate student identifies a variety of types and formats of potential sources forinformation.Outcomes Include:Knows how information is formally and informally produced, organized, and disseminatedRecognizes that knowledge can be organized into disciplines that influence the way information isaccessedIdentifies the value and differences of potential resources in a variety of formats (e.g., multimedia,database, website, data set, audio/visual, book)Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs.historical)Differentiates between primary and secondary sources, recognizing how their use and importance varywith each disciplineRealizes that information may need to be constructed with raw data from primary sourcesThe information literate student considers the costs and benefits of acquiring the needed information.Outcomes Include:Determines the availability of needed information and makes decisions on broadening the informationseeking process beyond local resources (e.g., interlibrary loan; using resources at other locations;obtaining images, videos, text, or sound)

Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order gather needed information and to understand its contextDefines a realistic overall plan and timeline to acquire the needed informationThe information literate student reevaluates the nature and extent of the information need.Outcomes Include:Reviews the initial information need to clarify, revise, or refine the questionDescribes criteria used to make information decisions and choicesStandard TwoThe information literate student accesses needed information effectively and efficiently.Performance Indicators:

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The information literate student selects the most appropriate investigative methods or informationretrieval systems for accessing the needed information.Outcomes Include:Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork)Investigates benefits and applicability of various investigative methodsInvestigates the scope, content, and organization of information retrieval systemsSelects efficient and effective approaches for accessing the information needed from the investigativemethod or information retrieval systemThe information literate student constructs and implements effectively-designed search strategies.Outcomes Include:Develops a research plan appropriate to the investigative methodIdentifies keywords, synonyms and related terms for the information neededSelects controlled vocabulary specific to the discipline or information retrieval sourceConstructs a search strategy using appropriate commands for the information retrieval system selected(e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such asindexes for books)Implements the search strategy in various information retrieval systems using different user interfacesand search engines, with different command languages, protocols, and search parametersImplements the search using investigative protocols appropriate to the discipline

The information literate student retrieves information online or in person using a variety of methods.Outcomes Include:Uses various search systems to retrieve information in a variety of formatsUses various classification schemes and other systems (e.g., call number systems or indexes) to locateinformation resources within the library or to identify specific sites for physical explorationUses specialized online or in person services available at the institution to retrieve information needed(e.g., interlibrary loan/document delivery, professional associations, institutional research offices,community resources, experts and practitioners)Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary informationThe information literate student refines the search strategy if necessary.Outcomes Include:

Assesses the quantity, quality, and relevance of the search results to determine whether alternativeinformation retrieval systems or investigative methods should be utilizedIdentifies gaps in the information retrieved and determines if the search strategy should be revisedRepeats the search using the revised strategy as necessaryThe information literate student extracts, records, and manages the information and its sources.Outcomes Include:Selects among various technologies the most appropriate one for the task of extracting the neededinformation (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, orexploratory instruments)Creates a system for organizing the informationDifferentiates between the types of sources cited and understands the elements and correct syntax of a

citation for a wide range of resourcesRecords all pertinent citation information for future referenceUses various technologies to manage the information selected and organizedStandard Three

The information literate student evaluates information and its sources critically and incorporatesselected information into his or her knowledge base and value system.Performance Indicators:

The information literate student summarizes the main ideas to be extracted from the informationgathered.Outcomes Include:

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Reads the text and selects main ideasRestates textual concepts in his/her own words and selects data accuratelyIdentifies verbatim material that can be then appropriately quotedThe information literate student articulates and applies initial criteria for evaluating both the informationand its sources.Outcomes Include:Examines and compares information from various sources in order to evaluate reliability, validity,accuracy, authority, timeliness, and point of view or bias

Analyzes the structure and logic of supporting arguments or methodsRecognizes prejudice, deception, or manipulationRecognizes the cultural, physical, or other context within which the information was created andunderstands the impact of context on interpreting the informationThe information literate student synthesizes main ideas to construct new concepts.Outcomes Include:Recognizes interrelationships among concepts and combines them into potentially useful primarystatements with supporting evidenceExtends initial synthesis, when possible, at a higher level of abstraction to construct new hypothesesthat may require additional informationUtilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or

visual equipment) for studying the interaction of ideas and other phenomenaThe information literate student compares new knowledge with prior knowledge to determine the valueadded, contradictions, or other unique characteristics of the information.Outcomes Include:Determines whether information satisfies the research or other information needUses consciously selected criteria to determine whether the information contradicts or verifiesinformation used from other sourcesDraws conclusions based upon information gatheredTests theories with discipline-appropriate techniques (e.g., simulators, experiments)Determines probable accuracy by questioning the source of the data, the limitations of the informationgathering tools or strategies, and the reasonableness of the conclusions

Integrates new information with previous information or knowledgeSelects information that provides evidence for the topicThe information literate student determines whether the new knowledge has an impact on theindividuals value system and takes steps to reconcile differences.Outcomes Include:Investigates differing viewpoints encountered in the literatureDetermines whether to incorporate or reject viewpoints encounteredThe information literate student validates understanding and interpretation of the information throughdiscourse with other individuals, subject-area experts, and/or practitioners.Outcomes Include:Participates in classroom and other discussions

Participates in class-sponsored electronic communication forums designed to encourage discourse onthe topic (e.g., email, bulletin boards, chat rooms)Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs)The information literate student determines whether the initial query should be revised.Outcomes Include:Determines if original information need has been satisfied or if additional information is neededReviews search strategy and incorporates additional concepts as necessaryReviews information retrieval sources used and expands to include others as neededStandard Four

The information literate student, individually or as a member of a group, uses information effectively to

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accomplish a specific purpose.Performance Indicators:

The information literate student applies new and prior information to the planning and creation of aparticular product or performance.

Outcomes Include:Organizes the content in a manner that supports the purposes and format of the product or performanc(e.g. outlines, drafts, storyboards)

Articulates knowledge and skills transferred from prior experiences to planning and creating the producor performanceIntegrates the new and prior information, including quotations and paraphrasings, in a manner thatsupports the purposes of the product or performanceManipulates digital text, images, and data, as needed, transferring them from their original locations anformats to a new contextThe information literate student revises the development process for the product or performance.Outcomes Include:Maintains a journal or log of activities related to the information seeking, evaluating, and communicatingprocess

Reflects on past successes, failures, and alternative strategiesThe information literate student communicates the product or performance effectively to others.Outcomes Include:Chooses a communication medium and format that best supports the purposes of the product orperformance and the intended audienceUses a range of information technology applications in creating the product or performanceIncorporates principles of design and communicationCommunicates clearly and with a style that supports the purposes of the intended audienceStandard Five

The information literate student understands many of the economic, legal, and social issues surroundinthe use of information and accesses and uses information ethically and legally.

Performance Indicators:The information literate student understands many of the ethical, legal and socio-economic issuessurrounding information and information technology.Outcomes Include:Identifies and discusses issues related to privacy and security in both the print and electronicenvironmentsIdentifies and discusses issues related to free vs. fee-based access to informationIdentifies and discusses issues related to censorship and freedom of speechDemonstrates an understanding of intellectual property, copyright, and fair use of copyrighted materialThe information literate student follows laws, regulations, institutional policies, and etiquette related tothe access and use of information resources.

Outcomes Include:Participates in electronic discussions following accepted practices (e.g. "Netiquette")Uses approved passwords and other forms of ID for access to information resourcesComplies with institutional policies on access to information resourcesPreserves the integrity of information resources, equipment, systems and facilitiesLegally obtains, stores, and disseminates text, data, images, or soundsDemonstrates an understanding of what constitutes plagiarism and does not represent work attributablto others as his/her ownDemonstrates an understanding of institutional policies related to human subjects researchThe information literate student acknowledges the use of information sources in communicating the

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product or performance.Outcomes Include:Selects an appropriate documentation style and uses it consistently to cite sourcesPosts permission granted notices, as needed, for copyrighted materialAppendix I: Selected Information Literacy Initiatives

In 1989 the American Library Association (ALA) Presidential Committee on Information Literacy issueda Final Report which defined four components of information literacy: the ability to recognize wheninformation is needed and to locate, evaluate and use effectively the needed information.In 1990, the National Forum on Information Literacy (NFIL) was founded as a response to therecommendations of the ALA Presidential Committee Final Report. NFIL is a "coalition of over 75education, business, and governmental organizations working to promote international and nationalawareness of the need for information literacy and encouraging activities leading to its acquisition."Forum members promote information literacy nationally, internationally, and within their own programs.http://www.infolit.org/index.html In March 1998 NFIL issued,A Progress Report on Information Literacy: An Update on the AmericanLibrary Association Presidential Committee on Information Literacy: Final Report.http://www.infolit.org/documents/progress.html In 1998 the American Association of School Libraries (AASL) and the Association of EducationalCommunications and Technology (AECT) published Information Literacy Standards for Student

Learning. The AASL/AECT standards detail competencies for students in K-12.Since 1989, in the absence of national standards, many states, school districts, state universitysystems, and local institutions have developed information literacy competency standards.http://www.fiu.edu/~library/ili/iliweb.html

ACRL is a division of the American Library Association2005 American Library Association. Copyright StatementLast Revised: March 22, 2007

Association of College and Research Libraries, information literacy, standardsInformation Literacy Competency Standards for Higher Education from the Association of

College & Research Libraries.

Define and/or Identify

Information Literacy: the recognition of the need for information and the ability to access, analyze,evaluateand integrate the information to construct a personal knowledge base from which to make intelligentdecisions.

An Information Literacy Process ( EX: Big 6, Pitts & Stripling, ISTE. Etc.. ).Big 6 is the most common:1. Task DefinitionDefine the information problemIdentify information needed in order to complete the task (to solve the information problemInformation Seeking Strategiesa.Determine the range of possible sources (brainstorm)b.Evaluate the different possible sources to determine priorities (select the best sources)

3. Location and accessa. Locate sources (intellectually and physically)b. Find information within sources

http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.htmhttp://www.infolit.org/index.htmlhttp://www.infolit.org/documents/progress.htmlhttp://www.fiu.edu/~library/ili/iliweb.htmlhttp://www.ala.org/ala/home/copyright.htmhttp://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.htmhttp://www.infolit.org/index.htmlhttp://www.infolit.org/documents/progress.htmlhttp://www.fiu.edu/~library/ili/iliweb.htmlhttp://www.ala.org/ala/home/copyright.htm

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4. Use of informationa. Engage the information in a source (read , hear, view touch)b. Extract relevant information from a source

5. Synthesisa. organize information from multiple sourcesb. present the information (the final product)

Evaluate

a.Judge the product (does it meet the requirement of the assignment, does it answer the question,solve the problem)b. Judge the information problem-solving process (efficiently) (What did you learn, can you use itagain?Sources of Information Literacy Process (Ex: sources such as websites, books, encyclopedias, almanacs,museums, people, maps, etc.Process of Information Gathering: (Ex: Notes, voice recordings, video recordings, pictures, etc.

Identify the Steps in the process with the progress in the completion of the product (EX: Use ofInformation Is determining which information can and cannot be usedStandards of Information Literacy (Know These)

Nets (ISTE)

Information Power (ALA)National Boards ( 1-10)Essential Skills for 21st Century (US Dept of Ed)ISTE Standards

Information Literacy Standards for Student Learning: See Information Power, pp 10-44

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Standard 1: The student who is information literate accesses information efficiently and effectively.

Examples of Study areas::

Indicator 1. Recognizes the need for information

Exemplary level of proficiency: Assess whether a range of information problems or questions can b

resolved based on ones own knowledge or whether additional information is required.

Indicator 2: Recognizes that accurate and comprehensive information is the basis for intelligent

decision

making.

Exemplary level of proficiency: Judges the quality of decisions in terms of the accuracy and completeness of thinformation on which they were based

Indicato3:

Formulates questions based on information needs

Exemplary level of proficiency: revises, adds, and deletes questions as information needs changeetc.

Standard 2: The student who is information literate evaluates information critically and competently---checks foquality accuracy, validity, relevance, completeness, and impartiality of information. Accepts, rejects, or replace

information to meet a particular need.

Standard 3: The student who is information literate uses information accurately and creativelyorganizes andintegrates information from a range of sources and formats in order to apply it to decision making, problem

solving, critical thinking and creative expression. Communicates information and ideas for a variety of purposesboth scholarly and creative, to a range of audiences, print and non-print and electronic formats.

Independent Learning Standards

Standard 4: The student who is an independent learner is information literate and pursues information related to

personal interestapplies principles of information literacy to access, evaluate and use information about issues

and situations of personal interests.

Standard 5: The student who is an independent learner is information literate and appreciates literature and othercreative expressions of informationto access, evaluate, enjoy, value, and create artistic products.

Standard 6: The student who is an independent learner is information literate and strives for excellence in

information seeking and knowledge generationactively and independently reflects on and critiques personal

thought processes and individually created information products.

Social Responsibility Standards

Standard 7: The student who contributes positively to the learning community and to society is informationliterate and recognizes the importance of information to a democratic societyseeks out information from a

Students understand there is information on more than one side of an issue and remain

open to other other perspectives; they also judge the completeness of their informationbefore makin a decision.

Students overview of a topic or issue demonstrates their understanding of how an ideaconnects to other ideas as well as other issues that may be involved in the main issue.

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diversity of viewpoints, scholarly traditions, and cultural perspectives in an attempt to arrive at a reasoned and

informed understanding of issues.

Standard 8: The student who contributes positively to the learning community and to society is information

literate and practices ethical behavior in regard to information and information technologyreflect high ethicalstandards for accessing, evaluating, and using information in a democratic society

Standard 9: The student who contributes positively to the learning community and to society is information

literate and participates effectively in groups to pursue and generate information---seeks and shares informationand ideas across a ranges of sources and perspective and acknowledges the insights and contributions of a variet

of cultures and disciplines.

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ISTENATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (NETS) AND PERFORMANCEINDICATORS FOR TEACHERS

All classroom teachers should be preparedto meet the following standards and performanceindicators.

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understandingoftechnology operations and concepts. Teachers:

A. demonstrate introductory knowledge, skills, andunderstanding of concepts related to technology(as described in the ISTE National EducationalTechnology Standards for Students).B. demonstrate continual growth in technologyknowledge and skills to stay abreast of current andemerging technologies.II. PLANNING AND DESIGNING LEARNINGENVIRONMENTS

AND EXPERIENCESTeachers plan and design effective learningenvironments and experiences supported bytechnology. Teachers:

A. design developmentally appropriate learningopportunitiesthat apply technology-enhanced instructionalstrategies to support the diverse needs of learners.B. apply current research on teaching and learningwith technology when planning learningenvironments and experiences.

C. identify and locate technology resources andevaluate them

for accuracy and suitability.D. plan for the management of technologyresources within the

context of learning activities.E. plan strategies to manage student learning in atechnology

enhanced environment.

III. TEACHING, LEARNING, AND THE

CURRICULUMTeachers implement curriculum plans that includemethods and strategies for applying technologytomaximize student learning. Teachers:

A. facilitate technology-enhanced experiences thataddress

content standards and student technologystandards.B. use technology to support learner-centeredstrategies that

address the diverse needs of students.

C. apply technology to develop students' highorder skills and

creativity.D. manage student learning activities in atechnology-enhanced

environment.

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IV. ASSESSMENT AND EVALUATIONTeachers apply technologyto facilitate a varietyofeffective assessment and evaluation strategies.Teachers:

A. apply technology in assessing student learningof subject

matter using a variety of assessment

techniques.B. use technology resources to collect and

analyze data,interpret results, and communicate findings

to improveinstructional practice and maximize student

learning.C. apply multiple methods of evaluation to

determine students'appropriate use of technology resources for

learning,

communication, and productivity.V. PRODUCTIVITY AND PROFESSIONALPRACTICETeachers use technologyto enhance their

productivity and professional practice. Teachers:A. use technology resources to engage in ongoingprofessional

development and lifelong learning.B. continually evaluate and reflect on

professional practice tomake informed decisions regarding the use

of technology insupport of student learning.C. apply technology to increase productivity.D. use technology to communicate and

collaborate with peers, parents, and the largercommunity in order to nurture

student learning.VI. SOCIAL ETHICAL, LEGAL, AND HUMANISSUESTeachers understand the social, ethical, legal, andhuman issues surrounding the use oftechnology in

PK-72 schools and apply that understanding inpractice. Teachers:A. model and teach legal and ethical practicerelated totechnology use.B. apply technology resources to enable andempower learnerswith diverse backgrounds, characteristics, andabilities.

C. identify and use technology resources that diversity. D. promote safe and healthy use oftechnology resources.E. facilitate equitable access to technologyresources for allstudents.

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! ISTE WEB SITE: WWW.ISTE.ORG

Apple is a registered trademark of Apple Computer, Inc., used with permission.ISTE grants permission to photocopy this document for educational purposes providing

thatappropriate credit is included on the copies. Please use the following credit line:Reprinted with permission from National Educational Technology Standards forTeachers

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