"Information literacy incorporates a set of skills and abilities which everyone needs to undertake information-related tasks; for instance, how to discover, access, interpret, analyze, manage, create, communicate, store and share information. But it is much more than that: it concerns the application of the competencies, attributes and confidence needed to make the best use of information and to interpret it judiciously. It incorporates critical thinking and awareness, and an understanding of both the ethical and political issues associated with using information.
Information literacy relates to information in all its forms: not just print, but also digital content, data, images and the spoken word. Information literacy is associated and overlaps with other literacies, including specifically digital literacy, academic literacy and media literacy. It is not a stand-alone concept, and is aligned with other areas of knowledge and understanding.
Information literacy helps to understand the ethical and legal issues associated with the use of information, including privacy, data protection, freedom of information, open access/open data and intellectual property. Importantly, information literacy is empowering, and is an important contributor to democratic, inclusive, participatory societies; as interpreted by UNESCO, it is a universal human right."
St. John's Preparatory School--A.E. Studzinski Library and Information Literacies
Module |
Module Topic--Library and Information Literacies |
1 |
Searching with SJP Destiny Discover 19.3 and downloading the Destiny search app on iPads | Using Destiny discover for federated search: print collection, ebooks, Open Educational Resources [OERs], and database subscriptions. Recommended apps to download for reading and research |
2 |
Using the A. E. Studzinski Library libguide | Review the features of the libguide as a student resource for navigating the online public access catalog [OPAC], the Studzinski databases, the Boston Public Library resources [BPL], and Open Educational Resources [OERs]. |
3 |
Registering for Boston Public Library [BPL] ecard and downloading OverDrive ebook app on iPads | After registering for an ecard, review the products available online through the BPL |
4 |
Navigating the BPL electronic resources | Practice looking for information in the BPL databases [how to search and how to read a database to distinguish among artifacts], how to use OverDrive, Hoopla, Flipster, Kanopy, and PressReader. |
5 |
Fake news vs. reliable news | Differentiate between the two sources of information by looking at examples: how to use fact checkers. |
6 |
Evaluating electronic resources | Use the resources in the Studzinski libguide to evaluate electronic resources. [Internet resources checked for CURRENCY, RELIABILITY, AUTHENTICITY, PURPOSE/POINT OF VIEW] |
7 |
Registering with local library and with World Cat [federated search] | Learn how to navigate World Cat and Commonwealth Catalog. Familiarize patrons with their public library network for interlibrary loan: NOBLE, MVLC, MBLN, Minuteman. |
8 |
Searching Open Access resources: Google Scholar [with the Cited by feature for citation chasing], Internet Scholar Archive, and EBSCO Essentials |
9 |
Understanding plagiarism | Learn the types of activities that result in plagiarism |
10 |
Understanding copyright, fair use, and Creative Commons | Review the differences between copyright violation and fair use | Protect individual creation by adding a Creative Commons license to artifacts. |
11 |
How to find ebooks in the BPL OverDrive | Select an ebook; read at least one chapter [work with teachers to find a method of presenting the process of finding the ebook and the results of reading the chapter.] |
12 |
Using MLA 9th for parenthetical documentation and works cited entries | the anatomy of documentation | Explain problems with using citation generators [unsupported by professional, updated coding]. |
In the A to Z Databases on the libguide homepage, select Educators | Gale in Context for Educators for the folder system of selecting and archiving resources for student use.
"Information literacy enables people to interpret and make informed judgments as users of information sources, as well as to become producers of information in their own right. Information literate people are able to access information about their health, their environment, their education and work, empowering them to make critical decisions about their lives, e.g. in taking more responsibility for their own health and education.
In a digital world, information literacy requires users to have the skills to use information and communication technologies and their applications to access and create information. For example, the ability to navigate in cyberspace and negotiate hypertext multimedia documents requires both the technical skills to use the Internet as well as the literacy skills to interpret the information."
Information literacy is defined as an integrated ability to find, evaluate, and utilize relevant scholarly and other resources, and to maintain high standards of academic integrity. Courses or assignments that promote information literacy should foster an appreciation for the complexity of the modern information environment; cultivate an understanding of how to effectively search for a wide range of relevant, high-quality information sources; and develop in students the ability to critically evaluate sources whenever seeking information to address an academic or personal need.
"Celebrating this week's confirmation of the site of the Pharos of Alexandria, one of the ancient wonders of the world, the participants in the High Level Colloquium on Information Literacy and Lifelong Learning held at the Bibliotheca Alexandrina on 6-9 November 2005 proclaim that information literacy and lifelong learning are the beacons of the Information Society, illuminating the courses to development, prosperity and freedom.
Information Literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion of all nations.
Lifelong learning enables individuals, communities and nations to attain their goals and to take advantage of emerging opportunities in the evolving global environment for shared benefit. It assists them and their institutions to meet technological, economic and social challenges, to redress disadvantage and to advance the well being of all.
Information literacy
Within the context of the developing Information Society, we urge governments and intergovernmental organizations to pursue policies and programs to promote information literacy and lifelong learning. In particular, we ask them to support
We affirm that vigorous investment in information literacy and lifelong learning strategies creates public value and is essential to the development of the Information Society."
Adopted in Alexandria, Egypt at the Bibliotheca Alexandrina on 9 November 2005.
"Information literacy is a 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 also is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. Because of the escalating complexity of this environment, individuals are faced with diverse, abundant information choices--in their academic studies, in the workplace, and in their personal lives. Information is available through libraries, community resources, special interest organizations, media, and the Internet--and increasingly, information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, and reliability. In addition, information is available through multiple media, including graphical, aural, and textual, and these pose new challenges for individuals in evaluating and understanding it. The uncertain quality and expanding quantity of information pose large challenges for society. The sheer abundance of information will not in itself create a more informed citizenry without a complementary cluster of abilities necessary to use information effectively.
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"
ALA Information Literacy Competency Standards for Higher Education