1. Information Literacy
Robin Kear
Nazarbayev University Library
April 2012

2. What is Information Literacy?
Set of abilities requiring individuals to
“recognize when information is needed and
have the ability to locate, evaluate, and use
effectively the needed information.”
ACRL Information Literacy Competency Standards for Higher Education
http://www.ala.org/acrl/standards/informationliteracycompetency

3. ACRL Standards
Created in 2000 and modified by the American
College & Research Libraries division of the
American Library Association
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf

4. Standards Toolkit
The Standards Toolkit is a set • Standard One: Know
of tools, web pages and other • Standard Two: Access
resources that will help you • Standard Three: Evaluate
to use the Information
• Standard Four: Use
Literacy Competency
• Standard Five: Ethical/Legal
Standards for Higher
Education.
http://www.ala.org/acrl/issues/infolit/standards/standardstoolkit

5. Example of Standard 2.1.C
Standard Two: The information literate student accesses needed information
effectively and efficiently.
Performance Indicators:
1. The information literate student selects the most appropriate investigative
methods or information retrieval systems for accessing the needed
information.
Outcomes Include:
A. Identifies appropriate investigative methods (e.g., laboratory experiment,
simulation, fieldwork)
B. Investigates benefits and applicability of various investigative methods
C. Investigates the scope, content, and organization of information retrieval
systems
D. Selects efficient and effective approaches for accessing the information
needed from the investigative method or information retrieval system

6. Next Step
Create Teaching Goals
and Learning Objectives
or Outcomes related to
the Standards.
http://www.ala.org/acrl/standards/objectivesinformation

7. Teaching Goals &
Learning Objectives
 Help you plan what to cover in your
instruction session
 Guide in evaluating the effectiveness of
the session
 Assess student learning

8. Teaching Goals
• What skills you plan to teach
• Examples:
• Search the online catalog
• Scholarly vs. Popular sources

9. Learning Objectives
 Info Lit skills the students will take away
from class
 Translates goals into specific and
quantifiable behaviors
 Should be realistic and attainable within
class time

10. Objectives for 2.1.C
2.1.C. Investigates the scope, content, and organization of information
retrieval systems
Objectives can include:
Describes the structure and components of the system or tool being used,
regardless of format (e.g., index, thesaurus, type of information retrieved
by the system).
Identifies the source of help within a given information retrieval system and
uses it effectively.
Selects appropriate tools (e.g., indexes, online databases) for research on a
particular topic.
Identifies the differences between freely available Internet search tools and
subscription or fee-based databases.
Identifies and uses search language and protocols (e.g., Boolean, adjacency)
appropriate to the retrieval system.

11. Information Literacy Objectives
1. Develop a Research Strategy
2. Select Finding Tools
3. Search
4. Use Finding Tool Features
5. Retrieve Sources
6. Evaluate Sources
7. Document Sources
8. Understand Economic, Legal, and Social Issues
-Modeled on the SAILS Skill Sets

12. Example Goal and Objectives
Goal 1. Search the catalog
 By the end of the instruction session:
- 1.1 Student will effectively locate an item using Title
or Author searches
- 1.2 Student will effectively use keyword searching
and the AND operator to locate resources on a
particular topic

13. Rubrics
The ULS has created several rubrics that can be used by
faculty and librarians to incorporate appropriate structure
and assessment to the development of their instructional
sessions.
These rubrics are based on the ACRL Standards and the
eight skill sets identified by the SAILS (Standardized
Assessment of Information Literacy Skills) test currently in
use. There are four levels for all of the ULS rubrics. These
include: novice, developing, proficient and accomplished.

14. Accomplish
Novice Developing Proficient
ed
Shows an
increased
Understands
understandin
Unable to nature &
g of Able to adapt
narrow scope of
information search
topic; Unsure assignment;
needed process to
Develop of Determines
for topic; topic;
Research how to find general
Refines Knows what
Strategy information keywords
keywords keywords
needed in relation to
and and phrases
for topic
develops to employ
assignment to begin
synonyms
searching
for search
terms

15. What is a Curriculum Map?
Grid for subject specific information
literacy instruction
Scope and Sequence of skills
Customizable to needs of a particular
department or major

16. Components of a Curriculum Map
Courses offered
Rubric Level
IL Concepts & Skills
Progression

17. Engineering Library: Judy Brink

18. MUST READ
"Finding Context: What Today's College Students Say about
Conducting Research in the Digital Age”, Alison J. Head
and Michael B. Eisenberg, Project Information Literacy
Progress Report, University of Washington's Information
School, February 4, 2009 (18 pages).
http://projectinfolit.org/publications/

19. LibGuide Companions
 Information Literacy
Fundamentals
 http://pitt.libguides.com/infolit
 Information Literacy Tools
 http://pitt.libguides.com/infolittools

20. Let’s Discuss