Information literacy is the ability to use critical thinking to create meaningful knowledge from information. The information literate student: engages in a process of inquiry in order to frame intellectual challenges and identify research needs; accesses, evaluates, and communicates information effectively; provides attribution for source materials used; develops insight into the social, legal, economic and ethical aspects of information creation, use, access and durability.

 

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Information Literacy: Syllabus and Assignment Creation
Information Literacy: In-Class Activities

Specify your expectations for clear and consistent references and formatting to support complete and consistent formatting of references.

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Action:

  • Explain to students that the formatting of references varies for different disciplines
  • Provide students guidelines for how you want references formatted
  • Direct students how to consistently and completely label figures and graphs.
  • Have students’ bibliography due before the final version of the paper so that students spend enough time completely and consistently formatting their references.
  • Many resources exist online to help students completely and consistently format that references. Purdue Resource
  • When possible explain the rationale behind formatting rules. For example, explain table titles appear above the table because tables sometimes span multiple pages.
  • Document and share disciplinary expectations regarding what does and what does not require a reference.
  • The Claremont Colleges Library provides an “Exploring Academic Integrity” tutorial that provides information about appropriate Attribution and Citation

Reason:

  • Disciplinary standards vary and it may be difficult for students to identify guides to develop complete and consistent references.

Plan the timing and content of library class sessions with librarians to integrate librarian-led workshops at appropriate times.

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Action:

  • Contact the library as you develop your syllabus to identify appropriate points for library class sessions and discuss possible assignment design.

Reason:

  • Greater levels of engagement by librarians make for greater student learning gains in information literacy. However, librarians need not be embedded in a class for students to make significant gains; faculty-librarian assignment and syllabi collaboration and then one or two strategically placed library class sessions can produce great gains in students’ information literacy.

Tell students what why discussion is important to help students understand your expectations and focus their attention appropriately.

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Action:

  • Explain to students the role that discussion plays in their learning within the class. For example, you might help students take different perspectives, practice discussing the course content, help them develop a thesis topic, or help resolve confusion about a reading.

Reason:

  • Discussions are used for different purposes. Students are more likely to achieve your learning goals if they know what the goals are for the discussion.