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Information Literacy
The Librarian's Role in Information LiteracyThe William A. Blakley library staff believes that information literacy is changing the way students learn. We are committed to assisting in this learning process in ways that support the values and mission of the University of Dallas. It is our goal to prepare UD students to be successful in their information seeking in a changing technological environment. With this goal in mind, library staff will make every effort to collaborate with all faculty, staff, and students to strengthen the learning environment, and assist with the information literacy process.
University Librarians will seek out opportunities, both inside and outside the library, to educate the university community on current information resources. Likewise, we will make ourselves available for classroom instruction and/or individualized sessions.
Library InstructionA key component of information literacy is the research process and teaching students to become proficient in their research. Librarians are trained to assist in this process.
Professors can schedule a library instruction course covering any combination of items found on the Instruction Request Form.
What is Information Literacy?According to the Association of College and Research Libraries, Information Literacy is the set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information".
Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to:
- Determine the extent of information needed
- Access the needed information effectively and efficiently
- Evaluate information and its sources critically
- Incorporate selected information into one’s knowledge base
- Use information effectively to accomplish a specific purpose
- Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
Developing lifelong learners is central to the mission of The University of Dallas. By ensuring that our students have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn, the University of Dallas provides the foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities. Information literacy is a key component of, and contributor to, lifelong learning. Information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first professional positions, and increasing responsibilities in all arenas of life. Because information literacy augments students’ competency with evaluating, managing, and using information, it is now considered by several regional and discipline-based accreditation associations as a key outcome for college students.
Taken from the ACRL Information Literacy Standards for Higher Education Institutions.
Incorporating Information Literacy in the ClassroomThe Association of College and Research Libraries sets out five standards that focus on the needs of students in higher education, and lists outcomes for assessing student progress toward information literacy. By incorporating these standards into class development and assignments, students at the University of Dallas will understand the actions of gathering, analyzing, and using information that is necessary in the higher education system and lifelong learning.
- Determine the nature and extent of the information need.
- Define and articulate the need for information.
- Identify a variety of types and formats of potential sources for information.
- Consider the costs and benefits of acquiring the needed information.
- Reevaluate the nature and extent of the information need.
- Access needed information effectively and efficiently.
- Select the most appropriate method and/or system for accessing the needed information.
- Construct and implement search strategies.
- Retrieve information online or in print using a variety of sources.
- Refine the search strategy if necessary.
- Manage the information and its sources.
- Evaluate information and its sources critically and incorporate this information into the assignment.
- Summarize the main ideas to be extracted from the material.
- Apply criteria for evaluating both the information and its sources.
- Use main ideas to create new concepts.
- Determine whether the original information need should be revised.
- Use information effectively to accomplish the original purpose.
- Apply new information to the planning and completion of the assignment.
- If necessary, revise the development of the assignment.
- Communicate the final product to others.
- Understand the economic, legal, and social issues surrounding the access and use of information.
- Follow laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
- Acknowledge the use of information sources in the final assignment.
Information Literacy LinksAssociation of College and Research Libraries - Division of the American Library Association. (Information Literacy Standards)
Presidential Committee on Information Literacy Final Report
Objectives for Information Literacy Instruction
TILT - Texas Information Literacy Tutorial
Information Literacy in a Nutshell: Basic Information for Academic Administrators and Faculty
National Forum on Information Literacy
Educause Initiative on Information Literacy
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