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Information Literacy Faculty Toolkit   Tags: faculty_toolkit  

This toolkit provides you with the most valuable resources for integrating information literacy into your class curriculum.
Last Updated: Jan 17, 2014 URL: http://libguides.denison.edu/facultytoolkit Print Guide RSS Updates

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Where to Start?

Faculty, librarians, and others will find that discussing instruction methods collaboratively is a very productive exercise in planning a systematic, comprehensive information literacy exercise. Click on Request A Library Session (above) for more information.

 

Why Information Literacy?

"What we’re dealing with now is not the problem of information overload, because we’re always dealing (and always have been dealing) with information overload…Thinking about information overload isn’t accurately describing the problem; thinking about filter failure is.”

- Clay Shirkey, author of Here Comes Everybody: The Power of Organizing Without Organizations

Check this article to learn more about college students information literacy skills:

"What students don't know?"

 

2010-11 Library Instruction Statistics

FYS library sessions: 52

Total number of courses taught: 192

Number of students taught: 3,208 (reflects students attending multiple sessions)

 

Wordle for Information Literacy

 

What is Information Literacy

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 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

Text from Association of College and Research Libraries, and American Library Association. Information Literacy Competency Standards for Higher Education. Chicago, IL: ACRL, 2000

 
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