Information Literacy Standards

Presentation at the STS Annual Program,ALA Annual Conference, June 2012

Barbara MacAlpineAssociate Professor and Science Librarian

Trinity UniversitySan Antonio, TX

ACRL Info Lit Standards—Published 2000

“Fireworks in Tokyo” courtesy of Shin Kai (wikimedia)

STS Task Force Members

• Virginia Baldwin, U. of Nebraska--Lincoln, task force chair

• C.J. Wong, Quinnipiac University• Sheila Young, Arizona State University• Ibironke Lawal, Virginia Commonwealth U.• Daureen Nesdill, University of Utah• Barbara MacAlpine, Trinity University

STS Task Force Members

• Virginia Baldwin, U. of Nebraska--Lincoln, task force chair

• C.J. Wong, Quinnipiac University• Sheila Young, Arizona State University• Ibironke Lawal, Virginia Commonwealth U.• Daureen Nesdill, University of Utah• Barbara MacAlpine, Trinity University

STS Info Lit Standards Task Force, created January 2002

“Fireworks in India” courtesy of Subhendu.mukherjee (wikimedia)

STS Info Literacy Standards--Approved by STS Council June 2004

“Fireworks on the first day of Summerfest, Milwaukee” courtesy of Dori (wikimedia)

STS Info Literacy Standards Approved by ACRL, June 2006

“Firework in Vibonati (SA), Italy” courtesy of Riccardo Pesce (wikimedia)

Comparison of Standards

ACRLStandard OneThe information literate student determines the nature and extent of the information needed.

STSStandard OneThe information literate student determines the nature and extent of the information needed.

Comparison of Standards

ACRLStandard TwoThe information literate student accesses needed information effectively and efficiently.

STSStandard TwoThe information literate student acquires needed information effectively and efficiently.

Comparison of Standards

ACRLStandard ThreeThe information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

STSStandard ThreeThe information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.

Comparison of Standards

ACRLStandard FourThe information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

STSStandard FourThe information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.

Comparison of Standards

ACRLStandard FiveThe information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

STSStandard FourThe information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.

CRYSTAL CLEAR ???“Effect of a diaphragm in the depth of field” courtesy of Chabacano

(wikimedia)

STS STANDARD FOURThe information literate student

understands the economic, ethical, legal, and social issues surrounding

the use of information and its technologies and either as an individual or as a member of a

group, uses information effectively, ethically, and legally to accomplish a

specific purpose.

STS STANDARD FIVEThe information literate student

understands that information literacy is an ongoing process and

an important component of lifelong learning and recognizes

the need to keep current regarding new developments in

his or her field.

2010 STS Task Force Members• Elizabeth Berman, University of Vermont,

task force chair• Andrea Baruzzi, George Mason University • Roxanne Bogucka, University of Texas--Austin• Barbara MacAlpine, Trinity University• Olivia Sparks, Arizona State University• Megan Sapp-Nelson, Purdue University

(ASEE-ELD liaison)

Define Lifelong Learning

Sequence Competencies

Map information literacy instruction throughout a student’s career.Tailor classes for freshmen through upper division levels, building on prior instruction while increasing exposure to new concepts and resources.

Information consumption versus information production

Doing the research Delivering the product

Problem-based and Active Learning

• experiential learning • service learning • place-based learning • cooperative learning • inquiry-based learning • community engagement

Complementary Literacies• computer or technological literacy • media literacy • visual literacy • data literacy • spatial literacy • quantitative literacy • scientific literacy

Professional Skills• written and oral communication• problem-solving • critical and creative thinking• teamwork/conflict management• project management

LAND USE, GEOLOGY, AND THE ENVIRONMENT: CLASS PROJECTS• Development of a community

sustainability center• Water consumption and HOAs• Development of a community garden • A new urban streetcar system for SAT• Improving sustainability at Trinity

University

LAB METHODS in ORGANIC CHEM• Introduction to chemical literature• Hands-on use of SciFinder Scholar• Product = lab report

INORGANIC CHEMISTRY• Junior level students• Build on previous instruction• Products = review paper and class

presentations

“How does a primary research article differ from other types of

articles?”

“primary research is the closest you can get to the

real deal”