The A.E. Studzinski Library: Faculty Resources

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."

UNESCO Communication and Information

Goals and Objectives

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.

Student Learning Outcomes

1. Formulate a well-defined research question with a manageable focus, and articulate the information needed to address it.
2. Develop an effective strategy for seeking the needed information, and retrieve information from appropriate, relevant sources in an efficient manner.
3. Evaluate information and its sources for issues like reliability and bias, as well as potential shortcomings such as flawed reasoning or methodological weakness.
4. Synthesize the information to construct new ideas that address the initial research question, and communicate the information clearly and effectively.
5. Demonstrate an understanding of the ethical issues and social context related to information, including the importance of avoiding plagiarism and documenting sources appropriately.

from St. Anselm College--Geisel Library

"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

• comprises the competencies to recognize information needs and to locate, evaluate, apply and create information within cultural and social contexts;
• is crucial to the competitive advantage of individuals, enterprises (especially small and medium enterprises), regions and nations;
• provides the key to effective access, use and creation of content to support economic development, education, health and human services, and all other aspects of contemporary societies, and thereby provides the vital foundation for fulfilling the goals of the Millennium Declaration and the World Summit on the Information Society; and
• extends beyond current technologies to encompass learning, critical thinking and interpretative skills across professional boundaries and empowers individuals and communities.

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

• regional and thematic meetings which will facilitate the adoption of information literacy and lifelong learning strategies within specific regions and socioeconomic sectors;
• professional development of personnel in education, library, information, archive, and health and human services in the principles and practices of information literacy and lifelong learning;
• inclusion of information literacy into initial and continuing education for key economic sectors and government policy making and administration, and into the practice of advisors to the business, industry and agriculture sectors;
• programs to increase the employability and entrepreneurial capabilities of women and the disadvantaged, including immigrants, the underemployed and the unemployed; and
• recognition of lifelong learning and information literacy as key elements for the development of generic capabilities which must be required for the accreditation of all education and training programs.

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.

Beacons of Information Society: The Alexandria Proclamation on Information Literacy and Lifelong Learning

"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