Cunningham Memorial Library: Faculty Information and Resources: Information Literacy

Steps To Becoming Information Literate

• develop an awareness of how you engage with the digital world
• understand the role you can play in the communication in your profession 
• devise a method of articulating what kind of information you require
• determine how to evaluate information for credibility and authority
• discover how you find meaning in the information you discover
• recognize how to use information ethically

Tying Information Literacy and the Library to Student Success

• Hamlett, A. (2021). Getting to work: Information literacy instruction, career courses, and digitally proficient students. Journal of Information Literacy, 15(2), 166–177.   https://doi.org/10.11645/15.2.2857

       Abstract: This article discusses how following graduation, students often enter the job market unprepared to find, evaluate, and use information in the digital environment effectively. Essentially, there is a disparity between the skills students attain in college coursework, including information literacy (IL) skills, and those required in the workplace, which impacts graduates' success as new members of the labor market. The article highlights how collaboration between a librarian and an instructor of a career centered course influenced instructional design for IL instruction in their courses. Librarians and instructors will benefit from practical examples from Guttman Community College's innovative IL Program and the professional courses, get creative ideas for instructional design, and learn new and exciting ways to deliver IL instruction. [ABSTRACT FROM AUTHOR]]

• Lowe, M. S., Currier, A., & Graunke, S. (2020). Documenting the Value of Librarians in the Classroom: Results from a Mixed-Methods Research Collaboration with Campus Partners. College & Research Libraries, 81(3), 492–508. https://doi.org/10.5860/crl.81.3.492

       Abstract: This paper details the results of a mixed-methods study of first-year and upper-division students' information literacy (IL) competencies. The study used a rubric and a survey, seeking to answer two research questions: 1) Is there a correlation between National Survey of Student Engagement (NSSE) IL survey responses and IL rubric scores? 2) Are there any indicators that correlate to improved IL performance in first-year students? Results demonstrated that first-year students reported greater engagement with IL and also indicated that instructors placed greater emphasis on IL competencies than students in upper-division courses. They also show a statistically significant impact on first-year students' rubric scores when a librarian is in the class. This finding held even when controlling for other variables. Results provide an evidence-based foundation to spur conversations with faculty and university administration on the value of IL and the role of librarians in undergraduate student success. [ABSTRACT FROM AUTHOR]

• Mayer, J., Dineen, R., Rockwell, A., & Blodgett, J. (2020). Undergraduate Student Success and Library Use: A Multimethod Approach. College & Research Libraries, 81(3), 378–398. https://doi.org/10.5860/crl.81.3.378

     Abstract: How libraries affect student success has become an increasingly important question to many academic librarians. To investigate this phenomenon, we explored student success via two approaches in this multimethod study: 1) through individual student interviews to capture the student voice; and 2) through hierarchical linear and logistic modeling of institutional data to capture the institutional perspective. Through the qualitative component, students articulated how they define success and how the library contributes to their success, especially in terms of providing a sense of belonging and facilitating the work of a community of scholars. The quantitative data provides additional context by demonstrating a small positive correlation between use of library resources and student persistence, further highlighting the community building impact of the libraries. [ABSTRACT FROM AUTHOR]

• Pinto, M., Caballero, D., Sales, D., & Segura, A. (2020). Belief in importance of information literacy abilities among undergraduates. Underlying factors and analysis of variance. Reference Services Review, 48(4), 559–577. https://doi.org/10.1108/RSR-03-2020-0020        

       Abstract: Purpose: The purpose of this paper is to analyze the level of belief in importance of information literacy abilities (BILAs) among an undergraduates' sample. The aim is, on the one hand, to discover if there is a representative latent structure and, on the other hand, to know the existing differences according to external variables such as academic degree, course, gender and age. Design/methodology/approach: A self-assessment questionnaire (IL-HUMASS) was applied to a sample of 749 students in English Studies, Translation and Interpreting and Education in Spain. Three types of statistical methods have been used to study the results: descriptive, factorial and analysis of variance. Findings: Students' levels of BILAs are acceptable but improvable. A framework of six underlying factors has been uncovered: evaluation-ethics, searching-using, technological processing, communication, dissemination and cognitive processing of the information. Significant differences on degree, course and gender have been found. Practical implications: This paper is intended for a broad academic sector, including faculty, librarians and students in higher education. The BILAs construct helps to improve the diagnosis of the perception of the BILAs. Its representation through a reduced number of latent factors simplifies results and possible applications. The results show that variations in degree, course and gender are significant and should be taken into account. Originality/value: Although much has been written about information literacy abilities, we still know little about the importance students place on them. The BILAs construct is intended to improve that knowledge. [ABSTRACT FROM AUTHOR]

• Rowe, J., Leuzinger, J., Hargis, C., & Harker, K. R. (2021). The Impact of Library Instruction on Undergraduate Student Success: A Four-Year Study. College & Research Libraries, 82(1), 7–18. https://doi.org/10.5860/crl.82.1.7

       Abstract: During a four-year period, librarians collected student data by card-swiping undergraduate students who attended one of the core English composition class-based one-shot instruction sessions provided at a large state-supported doctoral-granting university. Data for students who attended library instruction was anonymized and compared to the same data points for students who were enrolled in the English class but did not attend library instruction. The authors compared student success indicators for the control and treatment groups (GPA, pass or fail status in course, and retention) and found a positive correlation between attending library instruction and student success. [ABSTRACT FROM AUTHOR]

"Information literacy 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 in all nations."

 Alexandria Proclamation on Information Literacy and Lifelong Learning. (2005). Information literacy | United Nations Educational, Scientific and Cultural Organization. Retrieved April 29, 2016.

What's a good definition of 'information literacy'?

According to the American Library Association, "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."

Further, as an academic library, Indiana State University's Cunningham Library is committed to moving students toward the Association of College & Research Libraries' new 'Framework for Information Literacy', adopted in January of 2016 by the ACRL Board.