Definition
The WCSU Library recognizes/embraces/supports the ACRL definition of information literacy as 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.�"
Mission Statement
The Library seeks to promote information literacy by educating students to understand the organization of knowledge, to gather data of all kinds using both print and information technology resources and to evaluate the relevance and authority of information in all its forms. The Library provides resources and services in an environment that fosters free and open inquiry and serve as a catalyst for the interpretation, integration, and application of knowledge in all fields of learning. The information literacy program crosses disciplines and addresses all environments and individual differences in learning. It emphasizes the critical thinking and evaluative skills that form the basis for lifelong learning and that develop a more self-directed, independent learner.
WCSU Library Information Literacy Guiding Principles:
- information literacy is an outcome of course-integrated instruction connected with real academic need, not a standalone subject to be taught (i.e., a person cannot be taught "information literacy", but instead becomes information literate as a result of learning, applying and reinforcing various concepts over time within the context of their specific curriculum)
- information literacy is most successful introduced in a planned curriculum with distinct, sequenced content that allows practice and reinforcement throughout without duplication
- information literacy is the responsibility of the academic community should be a partnership between students, teaching faculty, library faculty, administration and other constituencies as appropriate
- information literacy concepts are ideally introduced and reinforced throughout the entire academic program, and should be linked to ongoing coursework and real-life experiences
- information literacy should embrace/reflect/incorporate multiple teaching modalities, instructional delivery methods and accommodate multiple learning styles
- the concept of information literacy is continually evolving and should address the pedagogical, technological and informational environment of the institution at any given time
We also educate individual students and faculty at the reference desk and in individualized consultations by appointment. We strive to make each of these encounters an educational experience. In these settings we reinforce information literacy concepts from prior instruction and give students further opportunities for guided practice.
WCSU INFORMATION LITERACY PROGRAM Goals and Objectives
[ADAPTED FROM CAL STATE- LOS ANGELES]?
Goal One
Create instructional programs for (identified) general education courses.
- Ensure that (selected) gen ed courses at various levels have information literacy concepts embedded
- Create content, materials and instructional methods for such courses, as appropriate.
- Ensure even distribution of teaching responsibilities for these classes among library faculty
Goal Two
Transform the current, traditional, teach-on-demand bibliographic instruction model to an information literacy program model.
- Transform the Library Liaison program such that it supports the development of information literacy pedagogy for classroom faculty.
- Further develop a tiered instructional program that develops information literacy skills incrementally from general education courses to graduation, with special emphasis on unique department- or discipline-based needs.
- Expand the librarian liaison program by identifying and contacting special groups on campus.
- Enhance off-campus outreach by extending information literacy and orientation efforts to local high schools and community colleges.
- Create a web-based information literacy tutorial capable of general and specific use, accessible from the Library Web and classroom management software.
- Develop an assessment process for both programmatic and class level review.
- Encourage the professional development of librarians and staff through training in information literacy concepts, standards and teaching methods.
Goal Three
Integrate advanced information literacy concepts into the major and capstone courses in the disciplines
- Work with appropriate teaching faculty (using the liaison program) to insure concepts are embedded in the curriculum
- Reinforce the importance of information-seeking as a integral part of a student�s educational development
Goal Four
Oversee the LIBR 150, Information Literacy and Research Skills course.
- Create content, materials and instructional methods.
- Incorporate use of the new information literacy tutorial.
- Establish uniform learning objectives.
- Develop learning outcome assessment tools.
- Develop a depository for class materials.