21. Information Literacy Competency Standards For Higher EducationAssociation Of Col information literacy in a Nutshell Basic information for Academic Administrators and Faculty The following brief guide provides an introduction to the concept of information literacy and model information literacy programs. information literacy programs take two archetypical forms separate courses (for credit or noncredit) or activities http://www.ala.org/acrl/ilintro.html

22. ED358870 1993-05-00 Information Literacy For Lifelong Learning. ERIC Digest. and conventions for study. information literacy, on the other hand, is a Students involved in information literate activities seek a rich range of information sources; http://www.ed.gov/databases/ERIC_Digests/ed358870.html

ERIC Identifier: Publication Date: Author: Hancock, Vicki E. Source: ERIC Clearinghouse on Information Resources Syracuse NY. Information Literacy for Lifelong Learning. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Beyond the basic skills of reading, writing, and arithmetic, the citizen/worker of the twenty-first century needs complex analytical skills. The technological tools of the Information Agecomputer networks, telecommunications systems, and databaseshave put an unprecedented volume of information at our fingertips. Yet how aware are we of what is available, when to use it, and how to find out about it? Education systems and institutions must take seriously the challenges of the Information Age. This includes restructuring the learning process to reflect the use of information in the real world, changing the role of the teacher from presenter of prefabricated facts to facilitator of active learning, and including the library/media specialist as a collaborator in curriculum planning for effective use of information resources. INFORMATION LITERACY For many years educators have heard about a variety of literaciesprint, visual, computational, cultural, computer, scientificand their importance in every child's education. Each of the literacies prescribes a process by which the learner can more easily negotiate the content unique to a particular area of study. Each of the literacies operates in isolation of the others, and each has its own vocabulary and conventions for study. Information literacy, on the other hand, is a potential tool of empowerment for all learners, reached through a "resource-based" learning approach.

23. Information Literacy As A Barrier - 60th IFLA General Conference Link Big6 Skills to national information literacy standards and national educational technology standards to improve the quality of student research using Internet sources. to research on the Internet. Skill. information. literacy. Standards. NETS. Basic. activities. Advanced. activities http://www.ifla.org/IV/ifla60/60-forb.htm

60th IFLA General Conference - Conference Proceedings - August 21-27, 1994 Information Literacy as a Barrier Barbara J. Ford ABSTRACT The 60th General Conference of IFLA, Libraries and Social Development is designed to promote experience sharing on the role played by libraries in the improvement of living conditions. Information literacy addresses new library technologies and library research and training for social development. It is particularly relevant in the science and technology areas. PAPER Background Today most of us have too much information. Each year the number of books and journals published increases; radio and television stations broadcast non stop. A daily edition of many newspapers includes more information than a person would have come across in her or his whole lifetime in the 17th century. In this data rich environment, information consumers must learn to overcome information an xiety and to sift through the information chaos to digest, interpret, and utilize information for sensible decision making. The changes in formats and organization of information mean that users need guidance and may have unrealistic expectations. Information literacy is a concept that has emerged to describe the task ahead. The phrase information literacy was first used in the 1970s, but its current meaning and use came in response to education reform and has become an international movement. Information literate people are those who have learned how to learn because they know how knowledge is organized, how to find information, and how to use information in a way that others can learn from them.

24. ALIA Information Literacy Forum - Activities ALIA's groups ALIA information literacy Forum. 2003 activities. 12to 18 May Library and information Week 2003 The theme for Library http://www.alia.org.au/groups/infolit/activities/

ALIA Information Literacy Forum 2003 activities 12 to 18 May Library and Information Week 2003 The theme for Library and Information Week 2003 is information literacy - Power your mind . As part of Library and Information Week, the Information Literacy Forum is planning to produce an information literacy advocacy kit to assist in building information literate communities. It would be adapted with permission from a kit developed by the American Library Association. More to come soon! Past activities - for reference, or inspiration. 11 March 2003 comments privacy http://groups.alia.org.au/infolit/activities/index.html

25. ALIA Information Literacy Forum - Home Planned activities include the establishment of a National information literacyCoalition, strategy planning for integration of information literacy into http://www.alia.org.au/groups/infolit/

ALIA Information Literacy Forum [infolit] ALIA Information Literacy Forum fosters a common understanding of and advocates for information literacy within ALIA and the general community. Who are we? The Forum has almost 500 members in Australia: ACT 33 members; NSW 133; NT15; QLD 92; SA 43; TAS 9; VIC 119; WA 39 and 15 overseas. Within those we come from a wide variety of sectors: University (169 members), schools (86), public libraries (58) and TAFE (53). The rest come from students, retired, national/state and government, as well as a wide range such as joint use, agriculture. The Forum promotes professional development opportunities in information literacy for library and information services personnel. Planned activities include the establishment of a National Information Literacy Coalition, strategy planning for integration of information literacy into various sectors, and participation in relevant conferences. Communication includes tele-conferences and a quarterly newsletter. National Information Literacy Coalition Advocacy Project A major activity has been establishing a process to assess the feasibility of a national coalition to advocate for information literacy among the education, government and corporate sectors. We have obtained a small amount of funds to support this and formed a "mini" coalition with the National Library of Australia and a key government agency the National Office for the Information Economy. This agency has a remit to address issues on the "digital divide" among other functions. The funds have enabled us to employ the respected Australian Council for Educational Research (ACER) (

26. UCLA Library Information Literacy Initiative - Newsletter How so? What's the UCLA definition of information literacy? How can you incorporateinformation literacy into your class, syllabus or every day activities? http://www.library.ucla.edu/infolit/newsletter.html

Text Only INFORMATION LITERACY LINKS IL Initiative Home About the Initiative Instruction by UCLA Libraries Curriculum-Based Programs ... Ask Eleanor QUICK LINKS ORION2 Catalog CDL/Melvyl (Web) CDL/Melvyl (Telnet) Online Materials ... Reserves ABOUT THE LIBRARIES Campus Libraries Contact Information Disability Resources OTHER LINKS UCLA Home My.UCLA Campus Directory Search this Site You are here: ILI Home Welcome from the Director Faculty Spotlight "Critical Thinking/Information Literacy. Even though the term "information literacy" has come into vogue in the so-called "information age" of the last ten years, the skills and concepts associated with it are equally valuable for evaluating sources from today's web site, last week's newspaper, or a book hundreds of years old. In short, by the end of this course, you should be able to evaluate both primary and secondary sources. (You should also be able to tell the difference between the two!)" Edgar Francis , IV ~ Edgar Francis, IV - From the "Introduction to Sufism" (Islamics 98T) course syllabus.

27. Product Information This report presents information on the extent to which families areengaged in literacy activities with their 3 to 5-year-olds who are not yet...... http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000026

28. ACRL - Information Literacy Standards Toolkit time in the evolution of music.”. Using Standards Develop activities.information literacy STANDARDS TOOLKIT. IL HOME. Toolkit Home. http://www.ala.org/acrl/il/toolkit/using/activities.html

29. FamiliesConnect Information Literacy And Your Child What are the information literacy Standards information Power Building Partnershipsfor Learning is the direction as they design learning activities to prepare http://www.ala.org/ICONN/fc-infolit.html

30. Building Information Literacy Site invites educators to build their own resourcebased learning activities usingthe information stored within the Building information literacy on-line http://www.edu.pe.ca/bil/bil.asp?ch5.s1.gdtx

31. Information Literacy: Assignments -University Of Iowa Libraries Assignments and Class activities. Some possible assignments and classactivities are listed for each desired information literacy outcome. http://www.lib.uiowa.edu/user-ed/infolit/assignments.html

I nformation L iteracy • Assignments and Class Activities Some possible assignments and class activities are listed for each desired information literacy outcome. Outcome: Articulate a problem statement Let the students discuss or outline the questions that have to be answered in order to proceed with their assigned term paper. Do any terms need to be defined? What are the main issues? What is the context of the topic? How has this issue been viewed historically? Etc. Then have them talk about how they'd go about pulling the information together. Ask students to bring in two or three alternate first paragraphs for their papers. Students read the paragraphs to three others and then note their colleagues' questions about the topic. Then they rethink and revise their introductory paragraph. Outcome: Identify appropriate information resources Students keep logs or journals of information resources used and how good were the results. Select a controversial issue and have students debate each side. This could include a situation in which two experts in the discipline disagree on a topic. Ask the students to figure out how they would research the issue to decide with whom to agree.

32. Information Literacy: An Overview -University Of Iowa Libraries How to Begin An Overview of the Program. • Outcomes InformationLiteracy Skills Concepts. • Assignments Class activities. http://www.lib.uiowa.edu/user-ed/infolit/begin.html

I nformation L iteracy • How to Begin: An Overview of the Program Librarians can meet with faculty and TAs to discuss course goals and the information literacy skills that faculty and TAs would like emphasized in the course. They then collaboratively design the approach that best suits the course goals. In one approach, a librarian and a faculty member or TA can collaborate in the development of assignments that enable students to achieve information literacy skills while enhancing the learning of ideas and concepts for the course. Such assignments can range from finding primary source material to finding pro and con opinions to an assignment that requires the use of complex data sets and the synthesis of information from multiple sources. The Assignments and Class Activities link on this page provides many more ideas within the context of the desired outcomes. In another approach, a librarian can present a class session to teach students strategies for finding and evaluating information. In preparation for such a class session, the librarian will consult with the faculty member or TA in order to be able to design their presentation to meet the course goals and instructional objectives. Ideally students need to practice and immediately apply information skills to their coursework if they are to deepen their competencies.

33. LION: Lesson Plans & Teaching Activities For School Librarians Eisenberg and Doug Johnson provides information for library educators on creatinga computer literacy curriculum with specific goals and activities for students http://www.libraries.phila.k12.pa.us/lion/lessons.html

Librarians Information Online Network Provided here are lessons and activities useful in school libraries, links to library and information skills curriculum documents, and related books and periodicals. American Association of School Librarians: Position Statement on Information Literacy and Problem-Solving Outlines the role of the library media program in fostering information literacy, and includes eight "scenarios" that illustrate how cooperative instructional efforts between teachers and library media specialists can help students improve their information problem-solving skills through significant learning experiences. Baltimore County Public Schools: Library Lesson Plan Format A form used by Baltimore library media specialists to plan lessons. Bellingham Public Schools: Staff Development Course on Information Literacy This Washington State school district provides online some of the materials it uses in a staff development course on Information Literacy and the Net . The course emphasizes student investigations as vehicles to explore information available on the Internet. Topics covered include the Research Cycle, several types of literacy, Gardner's Seven Intelligences, and much more. Bellingham Public Schools: Library Media Frameworks This Washington State school district provides information on its library media curriculum. Includes elementary and secondary "scenarios" illustrating the role of the library media center in student projects.

34. Information Literacy Forum (ILA/ACRL) - Assessment Activities ILA/ACRL information literacy Forum. What assessment activities ortools have you employed in your program? A checklist was used http://www.iren.net/acrl/il/responseassessment.html

ILA/ACRL Information Literacy Forum What assessment activities or tools have you employed in your program? A checklist was used to evaluate the use of information sources in research papers written for a sport psychology class. Students were given the checklist at the beginning of the course and told that selected papers would be reviewed using the checklist. The faculty member chose six papers to give to the consulting librarian to read and respond to using the checklist. The findings revealed some patterns, particularly skills that students were lacking. This information was used to modify instruction for the next course. See Checklist [http://www.iren.net/acrl/il/rubric.doc] Jean Donham College Librarian, Professor Cole Library Cornell College jdonham@cornellcollege.edu Thus far at the UI Libraries there is no formal assessment of student learning. The assessment that is done is up to the individual librarian and usually takes place in the classroom in the form of an in-class exercise. Marsha Forys Coordinator for Instructional Services The University of Iowa Libraries Iowa City, IA 52242-1420

35. Information Literacy Library Instruction Outcomes The FIU information literacy Program includes seven sequenced library class sessions Assessmentof student learning occurs through activities completed within http://www.fiu.edu/~library/ili/outcomes.html

Information Literacy Library Instruction Outcomes The FIU Information Literacy Program includes seven sequenced library class sessions linked to courses in the core curriculum. The first four library class sessions are linked to specific lower division courses. The following outcomes detail expectations for student learning for each of the four lower division classes. Each library class session is linked to a specific course. Assessment of student learning occurs through activities completed within class as well as out of class. Librarians and faculty may collaborate on the development of course assignments which may form the basis of course-embedded, performance-based assessment. Outcomes for Lower Division Class 1: Linked to Freshman Experience Students will be able to: Demonstrate awareness of library collections and services (e.g. Circulation, Reserve, ILL/ ICL) select appropriate information resource available through homepage use the FIU Catalog to find resources in various formats and locations in the libraries conduct a search using author, title, keyword and subject

36. Information Literacy WWW Links governmental organizations working to promote international and national awarenessof the need for information literacy and encouraging activities leading to http://www.fiu.edu/~library/ili/iliweb.html

Information Literacy on the WWW General Sites Competencies, Standards and Outcomes ... and Research General Sites about Information Literacy Well developed general sites about information literacy. Good places to start. Excellent literature review by Esther Grassian for ACRL's Institute for Information Literacy (IIL) . USF's Information Literacy Web Site Well organized collection of links clustered by specific areas of information literacy competency. Information Literacy Competencies, Standards and Outcomes Excellent literature review by Esther Grassian for ACRL's Institute for Information Literacy (IIL). Standards for Higher Education California Academic and Research Libraries (CARL) - Draft Recommendation to WASC on Information Literacy Standards Draft recommendations for an information literacy standard for the Western Association of Schools and Colleges (WASC). California State University - A Set of Core Competencies Charge, process and report of the Commission on Learning Resources and Instructional Technology (CLRIT) for "developing and recommending policy guidelines to the Chancellor which facilitate the effective uses of learning resources and instructional technology throughout the CSU." California State University - Core Competencies from the Information Competence Project CSU is engaged in systemwide collaboration to develop interactive instructional materials based upon the core competencies.

37. Instruction Of Information Literacy And Basic Scientific Activities In Universit Instruction of information literacy and basic scientific activities in universityclasses for freshmen. ISHII Norio ?1 , MIWA Kazuhisa ?1. http://www.ipsj.or.jp/members/SIGNotes/Eng/15/2000/057/article002.html

Last Update¡§Wed Jun 20 17:45:22 2001 IPSJ SIGNotes Computers in Education Abstract No.057 - 002 Instruction of information literacy and basic scientific activities in university classes for freshmen ISHII Norio MIWA Kazuhisa Graduate School of Human Informatics, Nagoya University In this study, we constructed a learning environment to instruct some basic scientific activities and evaluated its utility by using the environment in university classes for freshmen. Purposes of constructing this learning environment are that the participants acquire (1) practical kowledge of basic scientific activities and (2) fundamental skills of information processing by a computer through the analysis of their own hypothesis formation and testing processes. We verified the utility based on the comparison of the pre and post questionnaires. Especially, the following two points were confirmed: (1)the participants correctly acquired knowledge of scientific concepts and (2) they also developed the skills for manipulating a computer such as analyzing data, constructing graphs, and writing a research report. ¢¬Index SIGNotes Computers in Education No.057

38. Winning With Information Literacy to collect, evaluate, and employ information from primary These activities mightinclude everything from workplace Adult Learning for literacy and Technology. http://www.fno.org/sum00/winning.html

39. Outline Of Activities And Videos Discussion of information literacy and past school research experiences. Completionof Developing information Power survey. activities in support of trip http://www.fno.org/feb2000/outline.html

40. Professional Activities: Academic Service Teaching - Publishing - - activities - - Résumé - - Bio - - Miscellany - -Home information literacy Task Force (Library Initiative 2001-2002; Chair http://www.uoregon.edu/~cbell/aservice.shtml

@import url(style.css); Teaching Publishing Activities Bio ... Development Academic Service University of Oregon Student Conduct Hearings Board "When there is a decision to handle a student conduct case by means of a formal hearing...a panel of two faculty and three students will be drawn from the Board to hear the case. The panel will listen to evidence, decide if the Student Conduct Code has been violated, and determine which, if any, sanctions to impose, ranging from a warning to expulsion from the University." Information Literacy Task Force (Library Initiative: 2001-2002; Chair) "Increase awareness of information literacy concepts and practices. Draft a document (definitions, vision statement, best practices, and outcomes) which can guide campus-wide discussions. Encourage pilot projects in different disciplines. Recommend strategies for extending information literacy into the broader curriculum." Gateway Task Force (Library Inititative: 2000-2001) "Plan and develop a new generation web-based gateway to library resources and services. This new gateway will continue to emphasize the user's information needs, with the primary focus on undergraduate and graduate students and faculty. The new gateway will incorporate current web technologies and information delivery systems, while seeking to reduce the user's need to know specific resources and/or collections and to present more flexible integration of formats and subjects."

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