Anna Marie Johnson and Rob Detmering
University of Louisville Libraries
October 3, 2013
LITERACY LITERACY?
 Information Literacy
 Computer /Technology Literacy
 Digital Literacy
 Media Literacy
 Scientific Literacy
 Numerical Literacy
 Health Literacy
 Financial Literacy
DEFINING “INFORMATION LITERACY”
“…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.“
American Library Association, 1989
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
Association of College & Research Libraries, 2000
WHY INFORMATION LITERACY MATTERS
 Academic Research
“the abundance of information technology and the proliferation of digital
information resources make conducting research uniquely paradoxical:
Research seems to be far more difficult to conduct in the digital age than it
did in previous times” (Project Information Literacy, 2009)
 The Workplace
 Life Skills
 Democracy , Social Justice, and Critical Literacy
“information literacy. . .also encompasses engendering lifelong learning,
empowering people, promoting social inclusion, redressing disadvantage, and
advancing the well-being of all in a global context” (Jacobs, 2008)
WHY INFORMATION LITERACY MATTERS
 Project Information Literacy : projectinfolit.org
 ERIAL: erialproject.org
 The Citation Project: site.citationproject.net
INFORMATION LITERACY IN THE CLASSROOM
Atwong, C. T., & Heichman Taylor, L. J. (2008). Integrating
Information Literacy into Business Education: A Successful
Case of Faculty-Librarian Collaboration. Journal Of
Business & Finance Librarianship, 13(4), 433-449.
Role of the classroom
instructor
Elmborg, J. K. (2003). Information literacy and Writing across
the Curriculum: sharing the vision. Reference Services
Review, 31(1), 68-80.
Role of the librarian
Jacobs, H. L. M., & Jacobs, D. (2009). Transforming the OneShot Library Session into Pedagogical Collaboration:
Information Literacy and the English Composition Class.
Reference & User Services Quarterly, 49, 72-82.
Lampert, L. (2005). "Getting Psyched" About Information
Literacy: A Successful Faculty-Librarian Collaboration for
Educational Psychology and Counseling. Reference
Librarian, 43(89/90), 5-23.
Pritchard, P. A. (2010). The Embedded Science Librarian:
Partner in Curriculum Design and Delivery. Journal of
Library Administration, 50(4), 373-396.
INFORMATION LITERACY IN THE DISCIPLINES
 How are information literacy skills (finding, evaluating, and using information)
important to your discipline?
 Brainstorm a possible assignment you might give undergraduate students that
would foster the development of information literacy skills.
SCAFFOLDING LARGER ASSIGNMENTS
 Project Information Literacy handout study (2010) found an
emphasis on mechanics of preparation, rather than specific
guidance about the research process (lack of situational
context and information-gathering context).
 Consider scaffolding larger research assignments with short
assignments that keep students on track and clarify the
situational and information-gathering contexts.
 Short assignments also allow students to practice relevant
information skills prior to completing a larger project.
CONSIDERATIONS FOR TEACHING RESEARCH
 Avoid making assumptions about what students know.
 Communicate clear and realistic expectations.
 Develop an appropriate time table for the assignment.
 Clarify key concepts through class discussion and activities.
 Emphasize support structures (library research assistance,
writing center, etc.).
 Consult with a librarian on assignment design and/or
available sources.
THANK YOU!
Anna Marie Johnson: annamarie@louisville.edu
Rob Detmering: robert.detmering@louisville.edu