What Is Information Literacy?
"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."
Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. In 2016, the Association of College and Research Libraries revised and adopted the "Framework for Information Literacy in Higher Education
The Framework consists of six pieces:
1. Authority Is Constructed and Contextual
2. Information Creation as a Process
3. Information Has Value
4. Research as Inquiry
5. Scholarship as Conversation
6. Searching as Strategic Exploration
Information Literacy at CCAC
In 2006, CCAC adopted information literacy as one of its General Education Learning Goals to ensure that all students will be able to:
"Retrieve, analyze, synthesize, organize and evaluate information through technological and traditional means."
To this end, librarians will collaborate with faculty to incorporate information literacy into the classroom and assignments. Working with a librarian to prepare for a Library Instruction session can enrich your students' research experiences.
By creating an effective library-focused assignment, you can help your students develop their academic research skills and critical thinking abilities.
To promote information literacy
To provide students with an opportunity to navigate various types of information in various formats
To teach students to evaluate and think critically about information
To relate to some aspect of the subject or learning objectives
Prepare students for the assignment, tell them why they are doing it and what purpose it serves
Collaborate with a librarian who can review and provide comments
Test the assignment from the student’s perspective
Make certain that applicable resources are current and available
Assumption of prior knowledge
Restrictions to Google / Library
Set clear goals, using clear language, in written format
Make assignments relevant to course content
Stress importance of variety of sources
Stress importance of evaluating sources
Assign a task that is tied to the instruction session
Examples of Assignments
Most importantly, contact us!