Assessment 5: Information Literacy Study Guide

INFORMATION LITERACY- EX 5 Clear consistent convincing Mission Statement Support teaching and learning needs. Promote life-long learning. Provide current information. Provide sufficient depth to support student research. Provide sufficient breadth to support a general-interest collection. Provide recreational reading for all members of the community. Support professional development. Support the continued development of a free and democratic society. Mission Statement should align with ALA and school mission. Should appear in written documents and be reviewed periodically w/ learning goals and objectives. Librarians are to collaborate with the classroom teacher and incorporate information literacy skills into all lessons. Librarians are to be an active member of the school society and be on committees that further goals of the library such as curriculum, school improvement, technology, beautification, and alternative discipline and reward committees. Collaboration and community service are active processes not passive. Collaboration is a team building process such that students can go to either the classroom teacher or the LMS with questions, because both know the lesson so well. While collaborating with staff also involve the administrator and keep them informed of the activity and focus of your program. Some examples of info lit: 1how to access resources in the library or on line, 2 evaluation of resources, 3note taking, 4 respect for copyright, 5citing of sources. A good research method is the BIG 61. define the task 2what information is needed 3 locate and access these sources 4 Use the information found 5 synthesize into the final project 6 evaluation of the project, a rubric is a proper evaluation tool. When planning lessons with teachers keep focused on the higher levels of the DEPTH OF KNOWLEDGE (level 1 is recall, level 2 is basic application of skill or concept, level 3 is strategic thinking and level 4 is extended thinking) such as taking their knowledge and applying it to a new task. Evaluation of your LM program is crucial to show teachers and administrators the value of your program. Surveys of students and staff-Assessment of skills-Counts of circulation, students, classes in monthly and yearly comparison.

Literacy in an Information Society. ERIC Digest.

Information Literacy is the ability to access, evaluate, and use information from a variety of sources. As students prepare for the 21st century, traditional instruction in reading, writing, and mathematics needs to be coupled with practice in communication, critical thinking, and problem solving skills (Costa, 1985). DEFINITION An information literate person is one who: * recognizes that accurate and complete information is the basis for intelligent decision making * recognizes the need for information * formulates questions based on information needs * identifies potential sources of information * develops successful search strategies * accesses sources of information including computer-based and other technologies

* evaluates information * organizes information for practical application * integrates new information into an existing body of knowledge * uses information in critical thinking and problem solving (Doyle, 1992) Collaboration Collaborating with Faculty | Collaborating with Librarians Collaborating with Faculty Collaboration between faculty and librarians is fundamental to information literacy. Collaboration is based on shared goals, a shared vision, and a climate of trust and respect. Each partner brings different strengths and perspectives to the relationship. The teacher brings an understanding of the strengths, weaknesses, attitudes and interests of the students, and of the content to be taught. The librarian adds a thorough knowledge of information skills and methods to integrate them into the course, pedagogical knowledge for teaching these skills and an understanding of students frustration with the research process. Successful collaboration requires carefully defined roles, comprehensive planning and shared leadership.

CONCEPT EVOLUTION A basic objective of education is for each student to learn how to identify needed information, locate and organize it, and present it in a clear and persuasive manner (Hashim, 1986, p.17). In "Educating Students to Think: The Role of the School Library Media Program" (Mancall, Aaron, & Walker, 1986), the role of the school library media program in achieving this basic objective was described: (1) school library media programs need to be involved in helping students develop thinking skills; (2) school library media programs need to take into account current research on how children and adolescents process information and ideas; and (3) school library media programs need to assist with the development of an information skills program in all curricular areas. In 1987, Kuhlthau advanced the concept of information literacy further when she included library skills and computer literacy in the definition. Kuhlthau's work pointed the way toward the integration of information literacy with curriculum and presages the current development of the concept of information literacy with the library media center as the starting platform. In 1988, the American Association of School Librarians (AASL), a branch of the American Library Association (ALA), published "Information Power" (ALA, 1988), national guidelines for school library media programs. The stated mission of "Information Power" is "to ensure that students and staff are effective users of ideas and information." This mission is accomplished by: * providing intellectual and physical access to materials in all formats; * providing instruction to foster competence and stimulate interest in reading, viewing, and using information and ideas; and * working with other educators to design learning strategies to meet the needs of individual students (ALA, 1988). The concept of information literacy was advanced still further when the first meeting of the National Forum in Information Literacy (NFIL) took place on November 9, 1989. NFIL is a coalition of over 60 organizations from business, government, and education, all sharing an interest in and a concern for information literacy. INFORMATION LITERACY IN CONTEXT For an innovation to be successful, it needs to be integrated into the fabric of existing practice. Two major events driving information literacy into the arena of ideas are the Secretary's Commission on Achieving Necessary Skills (SCANS) Report, "What Work Requires of Schools" (1991), and "Goals 2000," the national agenda for education. The SCANS Report outlined the economic shift in contemporary American society toward information services. It suggested and recommended skills that all Americans will need for entry level employment. These recommendations were phrased as outcome measures and included both foundation skills and practical competencies. SCANS recommended a three-part skills foundation that included: (1) basic skills, such as communication and understanding in reading, writing, and speaking; (2) thinking skills, such as problem solving,

knowing how to learn, the generation of new ideas, setting goals, and choosing best alternatives; and (3) personal qualities, such as responsibility, self esteem, sociability, self-management, integrity, and honesty (SCANS, 1991, p. xviii). There is a very close relationship between the full definition of information literacy and the recommendations of the SCANS Report, and this congruency provides a powerful argument for advancing the concept of information literacy. In 1975, the National Governors' Conference publicized a list of national educational goals, but little was done to implement them. In 1990, the goals were widely publicized by President Bush's administration. In 1994, President Clinton signed legislation authorizing Goals 2000, giving the national education goals legal status. The aim of Goals 2000 was expressed as: "individually, to promote higher levels of individual student achievement, and collectively, to build a globally competitive American workforce" (America 2000, 1991, p.2). Six goals were proposed, covering issues ranging from the education of preschool children to adult literacy. In 1992, a panel of experts from the organizational memberships comprising the National Forum for Information Literacy, collaborated in a Delphi study that looked at the National Education Goals. One objective of this panel was to specify the outcome measures of information literacy that could be correlated with the means for achieving selected National Education Goals. Success in reaching this objective would result in listing the ways in which these education goals could be attained by applying the process of information literacy. Results of this research showed that the panel members reached consensus on 45 outcome measures for information literacy in the context of selected national education goals. Both the SCANS Report and Goals 2000 agree on much of what is needed. There should be a greater focus on teaching all students to become independent lifelong learners, to become critical thinkers, to use a variety of technologies proficiently, and to work effectively with others. TECHNOLOGY IMPACT The process of information literacy requires not only the learning of a constellation of skills, but also a new way of thinking in order to derive meaning from learning. Technological storage and sharing of information has increased the availability of data tremendously. Much of this information is available only through telecommunications. Information literacy in telecommunications is achieved when learners know when to use online resources, know how to access information competently, know how to evaluate information as to accuracy and pertinence for each need, and know how to use this information to communicate effectively. Learners who are able to do this will have lifelong skills they will need in the Information Age. EDUCATIONAL REFORM Much of what occurs in classrooms today was first conceived in the early part of the twentieth century, during the industrial period of American economic history. School curriculum was viewed as a means for passing down to the student all the skills necessary for effective citizenry. As America moves toward an information society critical thinking skills, problem-solving skills, and competence in information literacy in order to process information become increasingly more important for all students. Information literacy needs to develop in the context of school reform, restructuring, assessment, and national goals. Currently, the professional curricular organizations of major subject areas are engaged in the process of redefining their national standards. CURRICULUM STANDARDS The National Council of Teachers of Mathematics (NCTM) paved the way for all national standards curriculum reform efforts. "Curriculum and Evaluation Standards for School Mathematics" views mathematics as "more than a collection of concepts and skills to be mastered; it includes methods of investigating and reasoning, means of communication, and notions of context. It involves the development of personal self-confidence" (NCTM, p. 5). Information literacy, as presented within the mathematics curriculum involves problem solving, the use of estimation, thinking strategies for basic facts, formulating and investigating questions from problem situations, use of computers and calculators, and other technologies. Assessment of mathematics also fits within the larger picture of information literacy, because the focus of evaluation is on using information in meaningful ways to demonstrate understanding. The National Council for Social Studies (NCSS) has been in the process of revising their standards, with several steps yet to be completed before publication of "Curriculum Standards for the Social Studies." To understand and apply the concepts covered in the social studies curriculum, all students will need practice in information literacy skills. The standards state that "it is important that students be able to connect knowledge, skills, and values to action as they engage in social inquiry" (NCSS, 1993). Helping students acquire the skills to

make good decisions is the basis of the new social studies standards, and information literacy is implicitly and explicitly intertwined. The National Committee on Science Education Standards and Assessment (NCSESA ) is in the process of producing "Science for All" (NRC, 1993), national science standards. The section on "The Nature of Science" includes "knowledge of the inquiry process, the ability to design and carry out an investigation, perspectives associated with critical thinking or habits of mind, and other positive attitudes usually associated with learning." This is an excellent application of information literacy using a hands-on approach appropriate to a particular subject matter. SUMMARY As American society has shifted from an economy based on capital goods (industrial) to an economy based on services (information), there has been a corresponding shift in what is expected from American education. Knowing how to ask the right questions may be the single most important step in learning. The process that is conducted in order to find answers to the right questions leads to the point at which information becomes knowledge. Information Literacy--the ability to access, evaluate, and use information from a variety of sources--is central to all successful learning and by extension to all successful living. BIBLIOGRAPHY American Association of School Librarians and Association for Educational Communications and Technology. (1988). INFORMATION POWER: GUIDELINES FOR SCHOOL LIBRARY MEDIA PROGRAMS. Chicago: Author. (ED 315 028) American Library Association Presidential Committee on Information Literacy. (1989). FINAL REPORT. Chicago: Author. (ED 316 074) Costa, A.L. (Ed.). (1985). DEVELOPING MINDS: A RESOURCE BOOK FOR TEACHING THINKING. Alexandria, VA: Association for Supervision and Curriculum Development. (ED 262 968) Doyle, C.S. (1992). OUTCOME MEASURES FOR INFORMATION LITERACY WITHIN THE NATIONAL EDUCATION GOALS OF 1990. FINAL REPORT TO NATIONAL FORUM ON INFORMATION LITERACY. SUMMARY OF FINDINGS. (ED 351 033) sdfdfsdf Hashim, E. (1986). Educating students to think: The role of the school library media program, an introduction. In INFORMATION LITERACY: LEARNING HOW TO LEARN. A COLLECTION OF ARTICLES FROM SCHOOL LIBRARY MEDIA QUARTERLY, 17. Chicago: ALA, 1991. Kuhlthau, C.C. (1987). INFORMATION SKILLS FOR AN INFORMATION SOCIETY: A REVIEW OF RESEARCH. Syracuse, NY: ERIC Clearinghouse on Information Resources. (ED 297 740) Mancall, J. C., Aaron, S. L., & Walker, S. A. (1986). Educating students to think: The role of the library media program. A concept paper written for the National Commission on Libraries and Information Science. SCHOOL LIBRARY MEDIA QUARTERLY, 15(1), 18-27. (EJ 344 239) National Commission on Excellence in Education. (1983). A NATION AT RISK: THE IMPERATIVE FOR EDUCATIONAL REFORM. Washington, DC: U.S. Government Printing Office. (ED 226 006) National Council for the Social Studies. (1993). CURRICULUM STANDARDS FOR THE SOCIAL STUDIES, DRAFT 2. Washington, DC: NCSS. National Council of Teachers of Mathematics. Commission on Standards for School Mathematics. (1989). CURRICULUM AND EVALUATION STANDARDS FOR SCHOOL MATHEMATICS. Reston, VA: NCTM. (ED 304 336) National Research Council. (1993). NATIONAL SCIENCE EDUCATION STANDARDS: AN ENHANCED SAMPLER. A WORKING PAPER OF THE NATIONAL COUNCIL ON SCIENCE EDUCATION STANDARDS AND ASSESSMENT. Washington, DC: NRC. (ED 360 175) Secretary's Commission on Achieving Necessary Skills. (1991). WHAT WORK REQUIRES OF SCHOOLS: A SCANS REPORT FOR AMERICA 2000. Washington, DC: U.S. Government Printing Office. (ED 332 054) U.S. Department of Education. (1991). AMERICA 2000: AN EDUCATIONAL STRATEGY SOURCEBOOK. (ED 327 985) -------------------------

This Digest was adapted from the ERIC monograph, "Information Literacy in an Information Society: A Concept for the Information Age" by Christina S. Doyle (ED 372 763). What is Information Literacy? Information Literacy is the set of skills needed to find, retrieve, analyze, and use information. The beginning of the 21st century has been called the Information Age because of the explosion of information output and information sources. It has become increasingly clear that students cannot learn everything they need to know in their field of study in a few years of college. Information literacy equips them with the critical skills necessary to become independent lifelong learners. Too often we assume that as students write research papers and read textbooks they are gaining sufficient IL skills. This is not so. IL skills may be introduced but what is needed is a parallel curriculum in IL forming a strong foundation of a college education. As the American Library Association Presidential Committee on Information Literacy (January 10, 1989, Washington, D.C.) says Ultimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand. Why is Information Literacy important? Have you ever heard of Data Smog? A term coined by author David Shenk, it refers to the idea that too much information can create a barrier in our lives. This data smog is produced by the amount of information, the speed at which it comes to us from all directions, the need to make fast decisions, and the feeling of anxiety that we are making decisions without having ALL the information that is available or that we need. Information literacy is the solution to Data Smog. It allows us to cope by giving us the skills to know when we need information and where to locate it effectively and efficiently. It includes the technological skills needed to use the modern library as a gateway to information. It enables us to analyze and evaluate the information we find, thus giving us confidence in using that information to make a decision or create a product. Who needs Information Literacy? The concept of Information Literacy may seem too broad and overwhelming. Why should students learn all this? Because we want to remove the obstacles to creativity which are caused by lack of understanding of the research process. We only want to introduce students to those skills which will allow them to succeed in their future chosen paths. This is not just for college students but all of us, as professionals, in the workplace and in our personal lives. Being information literate ultimately improves our quality of life as we make informed decisions when buying a house, choosing a school, hiring staff, making an investment, voting for our representatives, and so much more. Information Literacy is, in fact, the basis of a sound democracy. As U.S. Representative Major R. Owens has said "Information literacy is needed to guarantee the survival of democratic institutions. All men are created equal but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates." American Library Association Presidential Committee on Information Literacy, Washington, D.C . How do I learn more about Information Literacy? This website is great place to start. In the "Resources & Ideas" area of the site, you can learn about curriculum development, ponder ideas about collaboration between faculty and librarians, find bibliographies on a wide range of subjects, and explore the many ways that other institutions have put information literacy into action. Be sure to take a look at our list of core readings on information literacy. Our "Standards & Guidelines" area will lead you step-by-step through the "Information Literacy Competency Standards for Higher Education," fleshing out each of the five standards with examples and sample outcomes. Here you will also find extensive ideas on implementing the standards in your own program. In the "Professional Activity" area, librarians will find a wealth of resources for becoming active in information

literacy, including electronic lists, information on grants, and the Institute for Information Literacy. This site can also get you in touch with librarians who are an experts on IL Be sure and look at our Glossary to become familiar with common terms and concepts used in IL. For background and history on information literacy in library instruction, visit the ACRL Instruction Section's Welcome page, and especially their page on How it All Began. ACRL Information Literacy Web Site Maintained and developed by the Information Literacy Advisory Committee. Contact us. Standards, Performance Indicators, and Outcomes Standard One The information literate student determines the nature and extent of the information needed. Performance Indicators: The information literate student defines and articulates the need for information. Outcomes Include: Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need Develops a thesis statement and formulates questions based on the information need Explores general information sources to increase familiarity with the topic Defines or modifies the information need to achieve a manageable focus Identifies key concepts and terms that describe the information need Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information The information literate student identifies a variety of types and formats of potential sources for information. Outcomes Include: Knows how information is formally and informally produced, organized, and disseminated Recognizes that knowledge can be organized into disciplines that influence the way information is accessed Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book) Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline Realizes that information may need to be constructed with raw data from primary sources The information literate student considers the costs and benefits of acquiring the needed information. Outcomes Include: Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound) Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context Defines a realistic overall plan and timeline to acquire the needed information The information literate student reevaluates the nature and extent of the information need. Outcomes Include: Reviews the initial information need to clarify, revise, or refine the question Describes criteria used to make information decisions and choices Standard Two The information literate student accesses needed information effectively and efficiently. Performance Indicators:

The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. Outcomes Include: Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork) Investigates benefits and applicability of various investigative methods Investigates the scope, content, and organization of information retrieval systems Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system The information literate student constructs and implements effectively-designed search strategies. Outcomes Include: Develops a research plan appropriate to the investigative method Identifies keywords, synonyms and related terms for the information needed Selects controlled vocabulary specific to the discipline or information retrieval source Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books) Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters Implements the search using investigative protocols appropriate to the discipline The information literate student retrieves information online or in person using a variety of methods. Outcomes Include: Uses various search systems to retrieve information in a variety of formats Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners) Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information The information literate student refines the search strategy if necessary. Outcomes Include: Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized Identifies gaps in the information retrieved and determines if the search strategy should be revised Repeats the search using the revised strategy as necessary The information literate student extracts, records, and manages the information and its sources. Outcomes Include: Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments) Creates a system for organizing the information Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources Records all pertinent citation information for future reference Uses various technologies to manage the information selected and organized 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. Performance Indicators: The information literate student summarizes the main ideas to be extracted from the information gathered. Outcomes Include:

Reads the text and selects main ideas Restates textual concepts in his/her own words and selects data accurately Identifies verbatim material that can be then appropriately quoted The information literate student articulates and applies initial criteria for evaluating both the information and its sources. Outcomes Include: Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias Analyzes the structure and logic of supporting arguments or methods Recognizes prejudice, deception, or manipulation Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information The information literate student synthesizes main ideas to construct new concepts. Outcomes Include: Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. Outcomes Include: Determines whether information satisfies the research or other information need Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources Draws conclusions based upon information gathered Tests theories with discipline-appropriate techniques (e.g., simulators, experiments) Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions Integrates new information with previous information or knowledge Selects information that provides evidence for the topic The information literate student determines whether the new knowledge has an impact on the individuals value system and takes steps to reconcile differences. Outcomes Include: Investigates differing viewpoints encountered in the literature Determines whether to incorporate or reject viewpoints encountered The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners. Outcomes Include: Participates in classroom and other discussions Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., email, bulletin boards, chat rooms) Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs) The information literate student determines whether the initial query should be revised. Outcomes Include: Determines if original information need has been satisfied or if additional information is needed Reviews search strategy and incorporates additional concepts as necessary Reviews information retrieval sources used and expands to include others as needed Standard Four The information literate student, individually or as a member of a group, uses information effectively to

accomplish a specific purpose. Performance Indicators: The information literate student applies new and prior information to the planning and creation of a particular product or performance. Outcomes Include: Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards) Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context The information literate student revises the development process for the product or performance. Outcomes Include: Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process Reflects on past successes, failures, and alternative strategies The information literate student communicates the product or performance effectively to others. Outcomes Include: Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience Uses a range of information technology applications in creating the product or performance Incorporates principles of design and communication Communicates clearly and with a style that supports the purposes of the intended audience 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. Performance Indicators: The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology. Outcomes Include: Identifies and discusses issues related to privacy and security in both the print and electronic environments Identifies and discusses issues related to free vs. fee-based access to information Identifies and discusses issues related to censorship and freedom of speech Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources. Outcomes Include: Participates in electronic discussions following accepted practices (e.g. "Netiquette") Uses approved passwords and other forms of ID for access to information resources Complies with institutional policies on access to information resources Preserves the integrity of information resources, equipment, systems and facilities Legally obtains, stores, and disseminates text, data, images, or sounds Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own Demonstrates an understanding of institutional policies related to human subjects research The information literate student acknowledges the use of information sources in communicating the

product or performance. Outcomes Include: Selects an appropriate documentation style and uses it consistently to cite sources Posts permission granted notices, as needed, for copyrighted material Appendix I: Selected Information Literacy Initiatives In 1989 the American Library Association (ALA) Presidential Committee on Information Literacy issued a Final Report which defined four components of information literacy: the ability to recognize when information is needed and to locate, evaluate and use effectively the needed information. In 1990, the National Forum on Information Literacy (NFIL) was founded as a response to the recommendations of the ALA Presidential Committee Final Report. NFIL is a "coalition of over 75 education, business, and governmental organizations working to promote international and national awareness of the need for information literacy and encouraging activities leading to its acquisition." Forum members promote information literacy nationally, internationally, and within their own programs. http://www.infolit.org/index.html In March 1998 NFIL issued, A Progress Report on Information Literacy: An Update on the American Library Association Presidential Committee on Information Literacy: Final Report . http://www.infolit.org/documents/progress.html In 1998 the American Association of School Libraries (AASL) and the Association of Educational Communications and Technology (AECT) published Information Literacy Standards for Student Learning. The AASL/AECT standards detail competencies for students in K-12. Since 1989, in the absence of national standards, many states, school districts, state university systems, and local institutions have developed information literacy competency standards. http://www.fiu.edu/~library/ili/iliweb.html ACRL is a division of the American Library Association 2005 American Library Association. Copyright Statement Last Revised: March 22, 2007 Association of College and Research Libraries, information literacy, standards Information Literacy Competency Standards for Higher Education from the Association of College & Research Libraries.

Define and/or Identify Information Literacy: the recognition of the need for information and the ability to access, analyze, evaluate and integrate the information to construct a personal knowledge base from which to make intelligent decisions. An Information Literacy Process ( EX: Big 6, Pitts & Stripling, ISTE. Etc.. ). Big 6 is the most common: 1. Task Definition Define the information problem Identify information needed in order to complete the task (to solve the information problem Information Seeking Strategies a.Determine the range of possible sources (brainstorm) b.Evaluate the different possible sources to determine priorities (select the best sources) 3. Location and access a. Locate sources (intellectually and physically) b. Find information within sources

4. Use of information a. Engage the information in a source (read , hear, view touch) b. Extract relevant information from a source 5. Synthesis a. organize information from multiple sources b. present the information (the final product) Evaluate a.Judge the product (does it meet the requirement of the assignment, does it answer the question, solve the problem) b. Judge the information problem-solving process (efficiently) (What did you learn, can you use it again? Sources of Information Literacy Process (Ex: sources such as websites, books, encyclopedias, almanacs, museums, people, maps, etc. Process of Information Gathering: (Ex: Notes, voice recordings, video recordings, pictures, etc. Identify the Steps in the process with the progress in the completion of the product (EX: Use of Information Is determining which information can and cannot be used Standards of Information Literacy (Know These) Nets (ISTE) Information Power (ALA) National Boards ( 1-10) Essential Skills for 21st Century (US Dept of Ed) ISTE Standards

Information Literacy Standards for Student Learning: See Information Power, pp 10-44

Standard 1: The student who is information literate accesses information efficiently and effectively. Examples of Study areas:: Indicator 1. Recognizes the need for information Exemplary level of proficiency: Assess whether a range of information problems or resolved based on ones own knowledge or whether additional information is required. Indicator 2: Recognizes that accurate and comprehensive information is the basis for questions can be

intelligent decision Students overview of a topic or issue demonstrates their understanding of how an idea making. connects to other ideas as well as other issues that may be involved in the main issue.

Exemplary level of proficiency: Judges the quality of decisions in terms of the accuracy and completeness of the information on which they were based Indicator

Students understand there is information on more than one side of an issue and remain 3: open to other other perspectives; they also judge the completeness of their information before making a decision. Formulates questions based on information needs Exemplary level of proficiency: revises, adds, and deletes questions as information etc.

needs change

Standard 2: The student who is information literate evaluates information critically and competently---checks for quality accuracy, validity, relevance, completeness, and impartiality of information. Accepts, rejects, or replace information to meet a particular need. Standard 3: The student who is information literate uses information accurately and creativelyorganizes and integrates information from a range of sources and formats in order to apply it to decision making, problem solving, critical thinking and creative expression. Communicates information and ideas for a variety of purposes, both scholarly and creative, to a range of audiences, print and non-print and electronic formats. Independent Learning Standards Standard 4: The student who is an independent learner is information literate and pursues information related to personal interestapplies principles of information literacy to access, evaluate and use information about issues and situations of personal interests. Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of informationto access, evaluate, enjoy, value, and create artistic products. Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generationactively and independently reflects on and critiques personal thought processes and individually created information products. Social Responsibility Standards Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic societyseeks out information from a

diversity of viewpoints, scholarly traditions, and cultural perspectives in an attempt to arrive at a reasoned and informed understanding of issues. Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technologyreflect high ethical standards for accessing, evaluating, and using information in a democratic society Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information---seeks and shares information and ideas across a ranges of sources and perspective and acknowledges the insights and contributions of a variety of cultures and disciplines.

ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (NETS) AND PERFORMANCE INDICATORS FOR TEACHERS All classroom teachers should be prepared to meet the following standards and performance indicators. C. apply technology to develop students' higher I. TECHNOLOGY OPERATIONS AND CONCEPTS order skills and Teachers demonstrate a sound understanding of creativity. technology operations and concepts. Teachers: D. manage student learning activities in a A. demonstrate introductory knowledge, skills, and technology-enhanced understanding of concepts related to technology environment. (as described in the ISTE National Educational Technology Standards for Students). B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES Teachers plan and design effective learning environments and experiences supported by technology. Teachers: A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. B. apply current research on teaching and learning with technology when planning learning environments and experiences. C. identify and locate technology resources and evaluate them for accuracy and suitability. D. plan for the management of technology resources within the context of learning activities. E. plan strategies to manage student learning in a technology enhanced environment. III. TEACHING, LEARNING, AND THE CURRICULUM Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: A. facilitate technology-enhanced experiences that address content standards and student technology standards. B. use technology to support learner-centered strategies that address the diverse needs of students.

IV. ASSESSMENT AND EVALUATION Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: A. apply technology in assessing student learning of subject matter using a variety of assessment techniques. B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. V. PRODUCTIVITY AND PROFESSIONAL PRACTICE Teachers use technology to enhance their productivity and professional practice. Teachers: A. use technology resources to engage in ongoing professional development and lifelong learning. B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. C. apply technology to increase productivity. D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. VI. SOCIAL ETHICAL, LEGAL, AND HUMAN ISSUES Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-72 schools and apply that understanding in practice. Teachers: A. model and teach legal and ethical practice related to technology use. B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

C. identify and use technology resources that affirm diversity. D. promote safe and healthy use of technology resources. E. facilitate equitable access to technology resources for all students.

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