Information Literacy Plan
What is Information Literacy?
According to the Information Literacy Competency Standards
for Higher Education from the Association of College and
Research Libraries (ACRL), 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 also is increasingly important in the contemporary
environment of rapid technological change and proliferating
information resources. Because of the escalating complexity
of this environment, individuals are faced with diverse,
abundant information choices--in their academic studies,
in the workplace, and in their personal lives. Information
is available through libraries, community resources, special
interest organizations, media, and the Internet--and increasingly,
information comes to individuals in unfiltered formats,
raising questions about its authenticity, validity, and
reliability. The uncertain quality and expanding quantity
of information pose large challenges for society. The sheer
abundance of information will not in itself create a more
informed citizenry without a complementary cluster of abilities
necessary to use information effectively.
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
ACRL. Information literacy competency standards for higher education. July 27 2000.
What role does Information Literacy play in a small liberal arts college in the beginning of the 21st century?
It is common knowledge that a liberal arts education gives
a person instruction in several broad subjects in order
for that person to become well rounded and able to not only
survive, but to thrive in a complex and ever-changing world.
The purpose of the diverse knowledge received from a liberal
arts education is to teach students how to develop and strengthen
their minds, how to think for themselves, and how to continuously
learn throughout the course of their lives.
In our society, information, in one form or another, is
undoubtedly used or “in process” every minute
of every day. Planning vacations and spring break trips,
managing retirement accounts, preparing to discuss a procedure
with a doctor, watching world news and processing its global
and local impact, participating in Internet auctions, choosing
a college, and preparing for a major purchase (car, real
estate, etc.) are just a snapshot of current daily living.
One does not have to have a college education to do these
things, but it does give one an edge. Not only that, but
also many lay people seek out educated folks to assist them
in many functions that require processing and organizing
much information.
After reading the ACRL’s definition of information
literacy, reviewing the purpose of a liberal arts education,
and thinking in depth about the information-based society
in which we live, one cannot dispute that Information Literacy
should be an integral part of the curriculum of a liberal
arts institution. In fact, it could be argued that by shear
definition of liberal arts, information literacy makes so
much sense that is it assumed to already be included. However,
we cannot leave such an important concept to assumption.
We must ensure that Juniata graduates are information literate
individuals.
The Middle States Commission on Higher Education mentioned
“information literacy” in their 1994 edition
of Characteristics of Excellence in Higher Education: Standards
for Accreditation. In their August 2001 revision draft of
the document, the Commission listed information literacy
under the heading “Fundamental Elements of General
Education.” They also included the following under
“Educational Offerings”:
Information literacy is an intellectual framework for identifying,
finding, understanding, evaluating and using information.
It includes determining the nature and extent of needed
information; accessing information effectively and efficiently;
evaluating critically information and its sources; incorporating
selected information in the learner’s knowledge base
and value system; using information effectively to accomplish
a specific purpose; understanding the economic, legal and
social issues surrounding the use of information and information
technology; and observing laws, regulations, and institutional
policies related to the access and use of information. Information
literacy is vital to all disciplines and to effective teaching
and learning in any institution. Institutions of higher
education need to provide students and instructors with
the knowledge, skills, and tools to obtain information in
many formats and media in order to identify, retrieve, and
apply relevant and valid knowledge and information resources
to their study, teaching, or research.
In the draft the Middle States Commission had a bullet
for “collaboration between professional library staff
and faculty in teaching and fostering information literacy
skills relevant to the curriculum” under the heading
“Fundamental Elements of Educational Offerings.
Middle States Commission on Higher Education. Revising our standards for accreditation. August 2001.
What is the Beeghly Library currently doing in regards to information literacy?
- Information Access (IA)
IA is a required course for all incoming students (freshmen, transfers, PAR – Program for Area Residents). The course is taught by IA assistants and introduces the new Juniata students to the campus network, email, Microsoft Office components, and the library. Librarians wrote the content of the online slides for both library modules’ presentations: Basic Library Skills and Intermediate Library Skills. For the Intermediate Library Skills module, a librarian speaks to each class demonstrating the navigation through the library’s web pages and introducing the databases and information tools that the library provides. - Library Instruction
Beeghly Library’s Instruction Program has several formats giving Juniata’s students ample opportunity to become acquainted with the tools, skills, and resources to put them “on the road” to becoming information literate.- Introduction to Library Research – Every semester the library offers at least 2 sections of this 1 credit course that gives the students a much more in-depth study of when and which information resources to choose and how to effectively use them.
- Course-related Library Instruction Sessions –
Throughout each semester faculty members request librarians
to conduct sessions that pertain to the studies and assignments
specific their individual classes. This subject specific
look at library resources presents the students with a more
focused direction in regards to information sources and
their proper usage. Many times these sessions provide a
“hands-on” opportunity for students to research
while having their professor and a librarian present for
assistance. When appropriate, the librarians also make handouts
(traditional & web-based) for the classes to use throughout
the semester.
Currently two of the courses with the most library sessions are CWS, the freshman writing seminar, and ChemBio, the introductory science course taken by students whose POE is in the sciences. - One-to-one Reference Instruction – When classes are in session, there is a librarian at the reference desk 52+ hours a week. During all class instruction, students are strongly encouraged to seek a librarian at any time for assistance. Students may make appointments with a librarian or come to the reference desk during reference hours. Librarians take those opportunities to ensure that the student knows what and how information resources could be used in the given situation. In addition, librarians give the student a calming sense that they don’t need to feel overwhelmed by the colossal amount of information barraging them; they can learn how to effectively find, evaluate, use, and learn from the information they really need.
In 2001, the library website began to include Library Instruction pages that provided information for the faculty regarding scheduling sessions as well as access to the web-based version of session handouts. Some of theses web-based handouts have been formatted as resource guides for specific subjects. These resource guides have their own web page “directory” and its layout is identical to that of the Juniata College POE page.
What does the Beeghly Library plan to do to further improve its contribution and support of Information Literacy at Juniata?
- Continued Cultivation of IA
For a student beginning his or her education at Juniata College, it is imperative for the library to have a vital role in the development, planning, execution, and assessment of IA. IA does not duplicate, nor does it take the place of any other library instruction. The presentation and corresponding assignment introduces students to just a tiny portion of the resources they will need during their Juniata experience. IA affords students the opportunity to begin the long-term construction of the framework consisting of information tools and skills that should culminate in their becoming information literate and dynamic lifelong learners. It is also the perfect venue for the students to learn that the librarians can assist them in their informational journey. - Increase & Improve Library Web Pages
The library plans to continue to improve its web presence into one that truly makes the road to finding appropriate information less rocky and intimidating. The site should be easy to navigate and be as intuitive as possible. It should also encourage our students to become knowledgeable about all aspects of information: organization, searching tools, formats, location, accession, legal aspects, evaluation methods, applications, etc. Otherwise we would not be supporting lifelong information literacy.
Examples include but are not limited to the addition of specific information literacy pages that explain the concept and how it relates to a liberal arts education and a lifetime of learning; continued construction of subject-specific resource guides; a subject arrangement of the databases available; an online-reference page for high quality general sources; and the construction of web pages (that could also be arranged as pamphlets) for faculty that discuss the library’s support of information literacy in their classrooms and assignments. - Faculty relations & Curriculum
The librarians have built some strong social and professional relationships with members of the faculty. These relationships can increase the cohesive, team aspect of placing information literacy into the curriculum and the classrooms. By getting to know the faculty, librarians may be able to think of innovative ways to support the faculty’s classes and activities. In addition, the librarians should proactively seek to have course-related sessions with faculty members as often as possible and as much as can be effectively done. These will be continued building blocks for the students.
Technology
As the library is making plans to increase and improve
technology throughout the physical and virtual library,
the area with the greatest need is the instruction classroom.
Librarians rearranged the room to maximize the space for
computer stations and seating. Currently the room contains
15 student computers and one instruction computer that is
attached to a video / data projector and an opaque projector.
The images are projected on a Smart Board, which greatly
enhances the instructor’s ability to demonstrate resources
and search strategies.
Ideally a complete renovation would greatly improve the
services and abilities of the library’s instruction
program. Since the library’s instruction program supports
and integrates every teaching department on campus, a technology
upgrade would put the library’s instruction classroom
on par with the technological advances the rest of campus
is striving for. This renovation should include controlled
lighting to enhance viewing projected images and to maintain
attention and the students’ ability to take notes.
Heating & cooling adjustments need to be made in order
to preserve an appropriate learning environment. Furniture
designed for 21st century networked computer stations need
to be installed for the longevity of the hardware and wiring,
as well as student safety. In addition, several instruction
components should be upgraded to bring greater flexibility
and presentations to the students. These include an instructor’s
podium, a ceiling-mounted data projector, and a multimedia
package. In addition, a networked laser printer located
outside the room would be beneficial to students. Please
see the technology plan for greater details.
Beeghly’s Vision Plan + Technology Plan + Information Literacy Plan = Juniata College’s Mission
In today’s complex, technology-based society, users must become better stewards of information, knowledge, and education and not become lazy, negligent, and passive as a result of that technology. This information literacy plan challenges all users of the library and its resources. It is fully integrated with the library’s vision plan and technology plan. They each build from the others’ goals and concepts. All three together completely support and fortify the college’s mission which is
Juniata College Mission Statement
Juniata College is a community dedicated to providing the
highest quality liberal education. The aim of that education
is to awaken students to the empowering richness of the
mind and to enable them to lead fulfilling and useful lives.
As a community, Juniata is especially concerned with the
environment necessary to foster individual growth. It therefore
values mutual support, the free exchange of diverse ideas,
and the active pursuit of both cooperative and individual
achievement. As a member of the international community,
Juniata extends the student’s academic experience
into the world and encourages the free and open exchange
of thought among peoples from distinct cultures and nations.
Individual growth first requires the development of basic
intellectual skills: the ability to read with insight, to
use language clearly and effectively, and to think analytically.
A Juniata education helps students to understand the fundamental
methods and purposes of academic inquiry and encourages
them to achieve an informed appreciation of their cultural
heritage. On this foundation, Juniata students are stimulated
to exercise creativity and to develop those fundamental
values — spiritual, moral and aesthetic — which
give meaning and structure to life.
The qualities of mind and character nurtured within the
Juniata community permit our students to realize their full
potential as contributors to society, informed citizens,
and caring and responsible adults.