This document outlines how library information literacy instruction can help students become active participants in research. It discusses the ACRL information literacy competency standards and how teaching those standards through techniques like modeling skills, student-centered learning, and reflective exercises can equip students to form their own research questions, evaluate and ethically use information, and enter academic conversations. The document also proposes opportunities for libraries to partner with writing and student support centers to collaboratively teach these skills across campus.

1. Entering the Conversation:
How Library Information
Literacy Can Help Students
Become Participants
Lettycia Terrones
Humboldt State University
Librarian of Arts, Humanities and Social
Sciences Candidate

2. Entering the Conversation
Writing is not playing someone else's game.
Successful writing involves the creation and
framing of your own questions about the sources
you've chosen. You want to attend to the
assignment at the same time that you locate and
articulate your own, particular interest in it.
(Rodburg, 1999)
Rodburg, M. (1999). Moving from Assignment to Topic. Retrieved from http://www.fas.harvard.edu/~wricntr/documents/Topic.html

3. ACRL Info Literacy Competency
Standards for Higher Education
Determine the information need
Access information effectively and efficiently
Evaluate information and its sources critically
Use information effectively to accomplish a specific
purpose
Understand issues surrounding the use of
information, and access/use information ethically
Association of College and Research Libraries. (2002). Information literacy competency standards for higher education. Chicago, IL: ALA.
Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf

4. InfoLit How to Equip Students
Research question
Keywords/Subject headings
Accessing sources
Evaluate & Use information
Understand ethics of info
access and use
= Participation (CREATE!)

5. Critical Thinking
… is PRESENT in all steps of the
research process!
Critical Thinking & Information Literacy
are not in competition, but rather
compliment each other.

6. Information Literacy: Techniques
Model specific tools and skills
Student centered learning
Investigative exercises
Collaborative efforts to problem solve
Reflection of research experience
Practice in evaluation and use of information
L.Terrones LIBR 250 Course Webpage
http://calstatela.libguides.com/terrones_libr250

7. Students as Participants
Learner-Centered-Teaching asks the instructor
to “facilitate and guide learners … to do the
work of learning, to become actively involved in
the material to be learned, and to then create
their own understanding of that material.”
(Kaplowitz, 2012, p. 8)
*Equipping students to “Enter into the Conversation!”

8. Information Literacy Opportunities:
Course integrated instruction
Library workshops – high need, high interest
Workshops: Citation formatting, Evaluating
Websites, Bibliographic Management, Social Media Savvy
Unit course on information literacy
Online information literacy tutorials

9. Collection Development
Survey faculty to assess collection needs and
evaluate existing resources.
Meet with faculty to ensure that the collection
supports curriculum goals.
Communicate with faculty when resources
and materials become available.
From: Guidelines for liaison work in managing collection and services. (2010). Reference and User Services Association, ALA. Retrieved from
http://www.ala.org/rusa/resources/guidelines/guidelinesliaison

10. Outreach
Forming Student Success Partnerships with:
Writing Center
Educational Opportunity Program
Student Groups

11. Collaborative Efforts
It is crucial that critical thinkers who want to
change our teaching practices talk to one
another, collaborate in a discussion that crosses
boundaries and creates a space for intervention.
(hooks, 1994, p. 129)

12. Professional Service
Publishing goals
• Info Literacy and Critical Thinking intersections
• Collaborations between library services and
Student Support Services
University Contributions
• Participate in University governing groups and
work teams

13. HSU Mission, Vision and Values
Excellence in teaching.
Preparing students to be responsible
members of diverse societies.
Seek to improve the human condition and our
environment.

14. References
Association of College and Research Libraries. (2002). Information literacy competency standards for higher education. Chicago, IL: ALA.
Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf
Guidelines for liaison work in managing collection and services. (2010). Reference and User Services Association, ALA. Retrieved from
http://www.ala.org/rusa/resources/guidelines/guidelinesliaison
hooks, b. (1994). Teaching to transgress: Educations as the practice of freedom. New York, NY: Routledge.
Humboldt State University. (n.d.) Mission, vision and values. Retrieved from http://www.humboldt.edu/president/vision
Kaplowitz, J. R. (2012). Transforming information literacy instruction using learner-centered teaching. London, England: Facet Publishing.
Rodburg, M. (1999). Moving from assignment to topic. Retrieved from http://www.fas.harvard.edu/~wricntr/documents/Topic.html
Shelley, A. (2009). Beyond buzz words and skillsets: The role of critical thinking in information literacy. Library Student Journal, 4, 8.
Retrieved from http://www.librarystudentjournal.org/index.php/lsj
Weiner, J. M. (2011). Is there a difference between critical thinking and information literacy?: A systematic review 2000-2009. Journal of
Information Literacy, 5, 81-92. Retrieved from http://ojs.lboro.ac.uk/ojs/index.php/JIL