Information Literacy Standards for Freshmen Seminars Libby Knapik Head of Information Literacy Programs Sacred Heart University

Statistics Show … It has been statistically proven to be true that librarians are the most fun people in the world and that the library part of the presentation is always the best!

Information Literacy Defined The Association of College and Research Libraries (ACRL) defines Information literacy as 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."

Information Literacy Defined 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

NEASC Standards for Information Literacy 4.7 The institution ensures that students use information resources and information technology as an integral part of their education. The institution provides appropriate orientation and training for use of these resources , as well as instruction and support in information literacy and information technology appropriate to the degree level and field of study.

NEASC Standards Continued … 7.6 Faculty, staff, and students are provided appropriate training and support to make effective use of library and information resources, and instructional and information technology. 7.9 The institution demonstrates that students use information resources and technology as an integral part of their education, attaining levels of proficiency appropriate to their degree and subject or professional field of study.

NEASC Standards Continued … 7.10 The institution ensures that throughout their program of study students acquire increasingly sophisticated skills in evaluating the quality of information sources appropriate to their field of study and the level of the degree program.

ACRL Standards for Information Literacy Standard One: The information literate student determines the nature and extent of the information needed.

ACRL Standards Continued … Standard Two: The information literate student accesses needed information effectively and efficiently.

ACRL Standards Continued … Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

ACRL Standards Continued … Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

ACRL Standards Continued … Standard Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

ACRL Standards Continued … To view the full standards with performance indicators and outcomes please click here: http://www.ala.org/acrl/standards/informati onliteracycompetency

AACU Information Literacy VALUE Rubric The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can be shared nationally through a common dialog and understanding of student success. To view or download rubrics please click here: http://www.aacu.org/value/informationliteracy.cfm

Implementation What we have now What we need … A class – transfer to an organization in Blackboard? Librarians What we need …

Assessment What evidence can we offer NEASC that we are continuing to teach information literacy as seriously in the “new core” as we did in the “old core”? How do we deploy the resources we have in a pedagogically sound and economical manner?