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Faculty & Administrators

Explore a quick introduction to Information Literacy for Faculty and Administrators.

There are many detailed definitions of information literacy, including but not limited to:

  Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning. 

Framework for Information Literacy for Higher Education. American Library Association, 2015.

View recommended readings on    Information Literacy for Administrators

Programs

Many information literacy programs and initiatives are spearheaded by campus librarians in collaboration with campus curriculum designers. The goal of these programs vary based on the school, student learning goals, and level of study. Commonly, the programs aim to extend information literacy education and students' critical information practices. 

Programs may include:

  • Lessons focused on information strategies including searching, source evaluation, pragmatics and style of citations, information synthesis and summary, information ownership and rights, etc. 
  • Various teaching methods and instructional design including group instruction, course integrated instruction, individual consultations, online learning objects and courses, general education credit bearing courses, discipline specific credit courses, co-curricular program support, informal workshops, etc.
  • Summative, formative, and reflective assessments to aid and measure student learning.

Librarians are deeply involved in developing information literacy programs regionally and nationally.

Benefits

Students
  • Improve information literacy and critical information practices
  • Improve research strategies, authorship, and meaning making
  • Deepen learning and content knowledge
  • Enhance awareness of campus library expertise
Faculty
  • Join pedagogical partners in the design of integrated information literacy and disciplinary curriculum
  • Help students to cultivate identities as information producers and contributors 
  • Deepen learning and students' information literacy 
  • Support accrediting body guidelines See more accreditation details
Administrators
  • Meet higher education standards and accreditation  
  • Promote partnerships between faculty, librarians, instructional designers and others
  • Strengthen student learning outcomes and performance 

See ACRL's Assessment in Action reports and projects that demonstrate impact.

Participation

As outlined in the ACRL Framework for Information Literacy in Higher Education, campus community conversations about information literacy may "engender more collaboration, more innovative course designs, and a more inclusive consideration of learning within and beyond the classroom." 

Faculty and Administrators may foster these conversations by:

  • Positioning information literacy as a central student learning outcome
  • Encouraging campus meetings or committees to discuss the integration of information literacy 
  • Providing information literacy resources, guest speakers, and symposia
  • Encouraging the investigation of deep learning pedagogies by faculty, instructional designers, and librarians
  • Creating a supportive atmosphere on campus for information literacy by being an advocate in meetings and classrooms
  • Offering incentives for collaborations that result in innovative assignments, online learning objects, learning centers, or courses
  • Working with librarians to help teach students information literacy skills in various ways including collaborating on assignments, incorporating research requirements, creating websites or tutorials, providing research “labs” with librarians available for help, etc.
  • Incorporating information literacy components into research assignments and related course requirements, especially in orientation, English, and communication courses
  • Helping to create an information literacy course for credit and encourage the campus community to promote it to students
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