Information Literacy and Research Guide
Resources for Faculty
In the Spring of 2004, the South Dakota Board of Regents approved a revised set of System-wide General Education Goals. Goal #7, The Information Literacy Goal, was added as a new requirement:
Goal #7: Students will recognize when information is needed and have the ability to locate, organize, critically evaluate, and effectively use information from a variety of sources with intellectual integrity.
Student Learning Outcomes: Students will:
1. Determine the extent of information needed;
2. Access the needed information effectively and efficiently;
3. Evaluate information and its sources critically;
4. Use information effectively to accomplish a specific purpose
5. Use information in an ethical and legal manner.
Students who enroll at SDSU beginning Fall 2005 and after must complete the new General Education requirements. This requirement is fulfilled through completion of English 101 and Speech 101.
See the FAQ's below or the faculty resources table of contents to the left for more information.
FAQ's
Q - Where did the concept of Information Literacy originate?
A - The term was first used in 1974 by then President of the Information Industry Association, Paul Zurkowski, in response to the growing proliferation of information in society and the workplace. In 1989, the American Library Association established a Presidential Committee on Information Literacy that later defined the concept as the ability to "recognize when information is needed and have the ability to locate, evaluate, and use the information needed."1 Since 1989 the concept of information literacy has evolved and in January 2000, the Association of College and Research Libraries (ACRL) Standards Committee Approved the Information Competency Standards for Higher Education. The South Dakota Board of Regents General Education Goal #7 is based on these standards.
1. In 1989 the American Library Association (ALA) Presidential Committee on Information Literacy issued a Final Report.
Q - How does the new Information Literacy Goal differ from the previous ITL (Information Technology Literacy) one?
A - Simply speaking, Information Technology Literacy (ITL) is only one piece of the larger concept of Information Literacy. The new goal requires that SDSU graduates have a broad set of information literacy and critical thinking skills. Everything from knowing how to select a topic, search appropriate sources, and create a bibliography to evaluating information and integrating new facts into their current knowledge base. This critical thinking process includes the ability to use information technology, but is not limited strictly to technological skills.
Q - What is being done to ensure these information literacy skills are still in practice beyond completion of English 101 and Speech 101?
A - The Advanced Writing Requirement at SDSU is one medium through which information literacy skills are required and assessed beyond completion of the General Education Requirements. (See page #47 of the 2005-2006 South Dakota State University Bulletin). In addition, faculty who incorporate library research and other critical thinking assignments into their course curriculum are providing students with the opportunity to keep these lifelong learning skills in practice.
Q - I'd like to integrate information literacy into my course curriculum. Where do I begin?
A - The Association of College and Research Libraries has a Step-by-Step Guide online listing specific performance indicators for each of the Information Literacy Standards. In addition, Reference Librarians are available to collaborate in the creation of assignments incorporating these skills. Start by setting up an appointment to meet with a Reference Librarian today!
You can also begin by incorporating one or more of the Student Learning Outcomes (above) from Goal #7 into your broader course objectives. Then, think about specific assignments you currently use or would like to use that would require students to demonstrate information literacy skills. Ask the question: "What do I want the students to learn, and how will I know that they have learned?"
For example - Student Learning Outcome #1 states that "Students will be able to Determine the extent of information needed." Listed below are a few examples of performance indicators for students who have successfully mastered this skill:
Confers with the instructor, peers and independently researches ideas for a topic;
Develops a topic question, thesis or research statement;
Lists questions to research related to the topic statement and explores general background information sources, revising topic as necessary;
Begins to identify appropriate research sources.
Once you have an idea specifically what skills are evidence that students have successfully mastered the learning outcome, you can incorporate these skills into current assignments or develop new assignments. One example would be to assign students to research two different sources for topic ideas, and to create a concept web or map listing the various questions related to that topic that would be answered throughout the research process. Students could then create a preliminary bibliography using a variety of sources.
Q - I'd like to modify some of my course assignments/projects to incorporate information literacy concepts. What are some examples of assignments/projects I could use?
A-Take a look at the 3-step Information Literacy integration process here. Contact a reference librarian if you have any questions.
Q - Lately, I've been very unhappy with the quality of sources my students are using and submitting for research projects. Any suggestions?
A - Consider arranging a library instruction session for your class. We offer instruction in the electronic classrooms available at the library OR will come to your classroom. Subject-oriented as well as general library-use class sessions are offered by the librarians for day or night classes upon faculty request. Librarians will demonstrate everything from searching discipline-specific or general research databases and evaluating print and electronic resources, to formulation of search strategies, and how to effectively search the Internet. We offer instruction in a broad array of topic areas and can accommodate almost any instruction need. Call (605)688-5570 or fill out the online form to schedule a session!
Q - I know a student who needs assistance with the research process and preparing for the Information Literacy Exam. Who should I refer him to?
A - You may refer the student to the Reference Office located behind the information desk on the main level of Briggs Library:
By Phone: (605)688-5570, or toll-free at: 1-800-786-2038
In Person: The Information Desk is staffed Monday-Thursday, 9:00 a.m.-9:00 p.m., Friday 9:00 a.m.-5:00 p.m., Saturday Noon-5:00 p.m., and Sunday 1:00-9:00 p.m.
Updated 18 April 2008 by me