WHAT IS INFORMATION LITERACY?

American Library Association. (1998). Information literacy standards for student learning. Chicago: Author.

Information Literacy Standards for Student Learning provides a conceptual framework and broad guidelines for describing the information-literate student. Chapter one includes the philosophy, mission, and goals of the information literacy standards. All nine standards are listed at the beginning of chapter two as a ready-reference. This list is followed by detailed information related to each standard. The categories, standards, and indicators describe the content and processes related to information that students must master to be considered information literate. (Available as an e-book.)

American Library Association. (1998). Information power: building partnerships for learning. Chicago: Author.

Information Power: Building Partnerships for Learning includes the Information Literacy Standards for Student Learning that will help students become skillful producers and consumers of information along with the guidelines and principles that will help create a dynamic, student-centered program. The book's underlying concepts will guide in helping students flourish in a learning community not limited by time, place, age, occupation, or disciplinary borders; joining teachers and others to identify links in student information needs, curricular content, learning outcomes, and a variety of print and non-print resources; designing authentic learning tasks and assessments; defining your role in student learning.

Eisenberg, M.B., Lowe, C.A., & Spitzer, K.L. (2004). Information literacy: essential skills for the information age. Westport, Conn.:

Libraries Unlimited.

Defines information literacy and explains the evolution of the concept. Details what information literate research is like. Provides an economic perspective about the importance of teaching information literacy skills. Discusses information literacy within the context of K-12 national and state standards and provides examples of information literacy efforts. A good source for understanding the past and future of information literacy.

Gibson, C. (Ed.). (2006). Student engagement and information literacy. Chicago: American Library Association.

This book offers librarians, faculty, assessment specialists, student development specialists, administrators, and others a variety of perspectives on the important issue of student engagement and how this dimension of learning connects with information literacy, which is increasingly being recognized as an educational reform movement in its own right.

Marlow, A. (2006). Learning to learn: a guide to becoming information literate in the 21st century. New York: Neal Schuman.

What does it mean to be information literate? -- I am ready to research: where do I start? -- How do I find the information I need? -- How can the library (and virtual library) help me? -- there is so much information on the internet: where do I begin – How do I know if what I read is true? -- What should I know about plagiarism and copyright? -- How do I give credit to the creator of the information I read? -- Now that I've finished the research, how do I write the paper?

Neely, T.Y. (2006). Information literacy assessment: standards-based tools and assignments. Chicago: American Library Association.

The importance of standards and assessment – integrating the ACRL standards – Developing a topic and identifying sources of information – Accessing information effectively and efficiently – Evaluating information – Using information effectively – Information, social context, and ethical and legal issues – Beyond the standards: what now? -- Developing information literacy assessment instruments – automating assessment instruments.

WHY IS INFORMATION LITERACY IMPORTANT?

Baxter, S.J. & Smalley, A.W. (2003). Check it out!: the results of the school library media program census. final report. St. Paul, Minn.: Metronet.

In September, 2001, Metronet received a federal Library Services and Technology Act (LSTA) grant to collect and analyze data based on the Standards for all Minnesota public school library media programs. Metronet has used this baseline data to determine the condition of school library media programs statewide and to assess the impact of school library media programs on student achievement. The report can be used to assess where your school's school library media programs stand in relation to the Standards, help you explain how the roles media specialists play and the services they provide impact student success, and assist school districts and individual school library media programs to develop plans to improve their programs reflecting best practices.

Brievik, P.S. (2005). 21st century learning and information literacy. Change, 37(2), 20-8.

As far back as 1982, futurist John Naisbitt presciently wrote, “We are drowning in information but starved for knowledge.” What is growing ever more obvious is that today's undergraduates are generally far less prepared to do research than were students of earlier generations, despite their familiarity with powerful new information-gathering tools. It is time for both technology and information-literacy skills to be accepted as a core competency to be acquired systematically through all levels of formal learning. The effort to develop them should begin in the K-12 system.

Foster, A.L. (2006). Students fall short on 'information literacy,' Educational Testing Service's study finds. The Chronicle of Higher Education, 53(10).

College students and high-school students preparing to enter college are sorely lacking in the skills needed to retrieve, analyze, and communicate information available online. After measuring the research skills and computer savvy of 3000 college students and 800 high-school students, the nonprofit testing group Educational Testing Service tested found that only 13% of test takers were information literate.

O'Sullivan, M.K. & Scott, T.J. (2005). Analyzing student search strategies: making a case for integrating information literacy skills into the curriculum. Teacher Librarian, 33(1), 21-25.

High school students are not experienced internet researchers. Most students employ the basic search strategy of keyword searching that most search engines use. However, we have observed students get frustrated and end up surfing from one site to another or abandoning their search in frustration. Understanding the nature of information, the structure of the internet, and the ability to efficiently and effectively navigate the hypertext environment of the internet are critical information literacy skills that teachers need to teach and that high school students need to master.

Wallis, C. & Steptoe, S. (2006). How to bring our schools out of the 20th century. Time, 168(25).

For the past five years, the national conversation on education has focused on reading scores, math tests, and closing the “achievement gap” between social classes. This is not a story about that conversation. This is a story about the big public conversation the nation is not having about education, the one that will ultimately determine not merely whether some fraction of our children get “left behind” but also whether an entire generation of kids will fail to make the grade in the global economy because they can't think t heir way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.

HOW DO I TEACH INFORMATION LITERACY SKILLS?

Boff, C. & Bushong, S. (2002). Information literacy K-12 and beyond: working toward a seamless plan. Ohio Media Spectrum, 54(1), 5-9.

School, public, and academic librarians share a common goal: a commitment to assist users to become lifelong, skilled researchers. Transferable research skills from the K-12 environment will be important for lifelong information literacy success. Whether students continue their education or start working after high school graduation, librarians in school, public, and academic libraries may want to consider streamlining their information literacy efforts.

Moore, P. (2002). Information literacy: what's it all about? New Zealand: Council for Educational Research.

This book provides a starting point for understanding information literacy and the kinds of activities that promote its development in the classroom. It is packed with examples and analysis of information problem solving in action. It also includes some activities for teachers which can be used in professional development for an individual, syndicate, or the whole staff. The book is mainly for primary schools but it contains many parallels drawn with secondary schools.

Repman, J. & Carlson, R. (2002). Building blocks for information literacy. Education Libraries, 25(2), 22-25.

Information Literacy includes a range of strategies and skills that are critical for educators in the 21st century. This article focuses on a module developed to provide instruction related to one important set of Information Literacy skills: web searching. Key concepts relevant to basic web searching strategies, web searching tools and the use of pathfinder pages are defined and discussed. Examples of different tools and strategies are presented along with practice activities.

Shinew, D.M. & Walter, S. (eds.). (2004). Information literacy instructions for educators: professional knowledge for an

information age. Binghampton, NY: Haworth Information Press.

Required reading for all who care about the success of our K-12 schools. educators as information literate lifelong learners, as information literacy guides for K-12 students, and as collaborative partners with school library media specialists. Places information literacy within the wider context of educational reform. The contributions have been carefully selected to address three dimensions of information literacy that are critical to educators:the information literacy skills needed by educators, the skills needed to teach information literacy skills, and the skills needed to work with librarians and to use library resources.

. . . In Art

Kerper, R.M. (2002). Art influencing art: the making of “An Extraordinary Life.” Language Arts, 80(1), 60-67.

Explores the creation of “An Extraordinary Life: The Story of a Monarch Butterfly.” Selects this book because of the unprecedented decision to give the 1998 Orbis Pictus Award to both the author and the illustrator for a work in which text and illustration melded together. Develops an event model, revealing the creating of this illustrated narrative.

. . . In Language Arts

Eyer, G. (2001, August). The role of works of imagination in preparing young people for the information society. Report at 67th IFLA Council and General Conference.

Examines the place of reading in the acquisition of information literacy among young people and considers the extent to which this is nurtured and aided by works of the imagination, whether in print or electronic form. A world of information may be physically and politically available, but this is of no value if it cannot be accessed because an individual lacks the ability to read. Works of imagination in electronic format and the use of electronic facilities in accessing and discussing works make a valuable contribution to achieving information capability.

. . . In Math

Fleming, D. (2004). Let me count the ways: teaching math in the library may seem like a stretch, but it 's easier than you think. School Library Journal, 50(8), 42.

Based on his personal experience as vice principal of Fuller Middle School and a former school librarian, and participating in a school-wide initiative that focuses on strengthening students' math skills, the author of this article provides suggestions of various ways librarians can integrate math skills into their library lessons. Math is probably the last thing that comes to mind when you think of the library, but information literacy does not just apply to the written word. In this article the author asserts media specialists have access to a variety of resources and can serve as an important link between math and other subjects.

. . . In Science

Holley, C.W. (2003). Improving library research skills. An Action Research Project, St. Xavier University and SkyLight Professional Development Field-Based Master's Program.

This report describes a program to advance library research skills in two sixth grade science classes. The problem was assessed through a survey, questionnaire, and worksheet, and by direct observation. Analysis of probable cause data revealed that students displayed a lack of research skills related to library research. Post intervention data indicated an increase in student research skills, and improvement in locating books and information in the library, and an increase in student competency in computer search skills. Appendices include copies of consent forms, questionnaires, worksheets, forms, lessons, etc.

. . . In Social Studies

Street, C. (2005). Tech talk for social studies teachers: evaluating online resources – the importance of critical reading skills in online environments. Social Studies, 96(6), 271-273.

Although "many students are familiar with some technological elements, few demonstrate the crucial ability to evaluate online resources critically. Students need to (1) recognize a need for information; (2) identify and locate appropriate information sources; (3) know how to gain access to the information contained in those sources; (4) evaluate the quality of information obtained; (5) organize the information; and (6) use the information effectively. By helping students assess the credibility of online resources, teachers help them develop the information literacy skills that they will need to assess material critically so that they can participate in their nation's democracy.