ADVANCING INFORMATION LITERACY BY Robert Wedgeworth November 2, 2006

BACKGROUND As a librarian: technical services, systems, management. As an observer and chronicler As an advocate for literacy As an early initiate to information literacy

EVOLUTION OF LITERACY 20 th century literacy: reading and writing 21 st century literacy: reading and writing plus new formats and technologies Information literacy: added critical thinking plus a willingness to view the process of learning in new and different ways.

INFORMATION LITERACY Definition: “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the information needed”. *ALA Presidential Commission on Information Literacy, 1989.

ESSENTIALS OF INFORMATION LITERACY Mastery of skills Experience in application Literacy spectrum Understanding the challenges and the barriers

WHAT WE KNOW ABOUT LITERACY (READING) Reading is difficult for some Reading is an unnatural act Reading induces a psychological spiral up or down Comprehension is the key Improvement comes only with practice

MYTHS ABOUT READING Early problems disappear with maturity Slow readers lack intelligence

WHY IS THIS IMPORTANT AT CORNELL? More students entering college with less than adequate literacy skills More time spent by faculty teaching basics that should have been learned earlier. Information Literacy limitations do not respect age, race, class, or socioeconomic status

LIBRARIES AND INFORMATION PLUSES: Learning materials Professionally-trained staff Facilities as labs for learning MINUSES: Need developmental information literacy programs for-- Diagnostics Application practice Measurement and Evaluation

DIAGNOSTICS Self-assessment of literacy skills Professional assessment of literacy skills Recommending developmental programs

APPLICATION PRACTICE Creating scheduled opportunities to apply developmental recommendations Monitoring developmental programs Adjusting developmental recommendations as indicated

MEASURING OUTCOMES Develop assessment practices based on information literacy needs. Measure progress toward information literacy goals Maintain records and follow-up assessments to demonstrate outcomes of information literacy training

LEADERSHIP INSTITUTIONS Special contributions of private institutions Early adopters Innovators Desire to be the best Willingness to share successes

LEADERSHIP INSTITUTIONS More difficult for public institutions to lead Governance systems inhibit innovation Funding systems require greater accountability Staffing patterns lack flexibility

LEADERS NEED TO LEAD Do not wait to be crowned Exert leadership in fulfilling mission Beg, borrow or steal innovations that can assist your institutions Wag your own tail

AGE OF THE USER Internet is the full employment for librarians Library systems and infrastructures exist to support and assist users Information Literacy is fundamental to success in the Digital Age Libraries are a natural home for Information Literacy