WCSU Libraries    Information Literacy

Value of Information Literacy

The ability to identify and reframe problems; to gather relevant evidence in an expanding universe of options; to think critically about information and extract from sources relevant evidence or data; to synthesize information in the development of solutions and/or new evidence; and to communicate findings to a variety of audiences using appropriate discourse methods and ethical approaches to intellectual property and evolving copyright laws, are among the earmarks of the educated 21st century world citizen.

As educational institutions move from content-driven teaching to student-centered learning approaches in an effort to produce diverse, intellectually nimble graduates capable of self-directed learning across the lifespan, it will be increasingly important to provide learners with opportunities to engage the information environment as a formal part of their curriculum.

Definition

Information literacy is a set of competencies allowing individuals to recognize when information is needed and to locate, evaluate, and use effectively the needed information.

Mission

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 serves 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.

Guiding Principles:

• information literacy is an outcome, not a subject to be taught (i.e., a person cannot be taught "information literacy", but instead becomes information literate as a result of learning and applying various concepts over time)
• 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 is most effective when delivered with a planned curriculum with distinct, sequenced content that allows practice and reinforcement with as little duplication as possible
• 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

The Library also educates 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.

Adopted by the Library Faculty, July 2004