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Information Literacy Program Print Page

Information About the Program


ACRL Information Literacy Standards

ACRL's Information Literacy Competency Standards for Higher Education provides a set of standards as the framework to access the information literate individual.

Standard One: The information literate student determines the nature and extent of the information needed. There are four performance indicators.

Standard Two: The information literate student accesses needed Information effectively and efficiently. There are five performance indicators

Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. There are seven performance indicators

Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. There are three performance indicators.

Standard Five: The 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. There are three performance indicators.

Librarian/Faculty Collaboration for Information Literacy

The Chesnutt Library Fellows Information Literacy Program
is designed as a collaborative effort between faculty and librarians that will focus on incorporating information literacy into classroom assignments.

Association of College and Research Libraries(ACRL) states: Collaboration is based on shared goals, a shared vision, and a climate of trust and respect. Each partner brings different strengths and perspectives to the relationship.
The teacher brings an understanding of the strengths, weaknesses, attitudes and interests of the students, and of the content to be taught. The librarian adds a thorough knowledge of information literacy skills and methods to integrate them into the course, pedagogical knowledge for teaching these skills and an understanding of student’s frustration with the research process. 


    October 2017 NCLA Biennial Presentation Materials

    The following documents were used with the 2nd and 9th Cohort of the Chesnutt Library Fellows, December 2009 - December 2010 and December 2016 - May 2017 respectively.  They include examples of forms, contracts, agendas, checklists, rubrics, clarification memos, information about the participants and other related information.  These documents have evaolved over time from Fall 2008 through Spring 2017 as the need arose for its exis6tence, clarification and examples to follow.  They are provided as examples. 

    The original project was a year long with workshops starting in January the first year to go to the end of the next fall semester.  Due to faculty contracts, workshops were shifted from January to the end of December, starting with the 2nd Cohort.  When the program was made a part of the Making Evidence Based Decisions (MEBD) the timeline was revised to one semester in order to stay within the federal fiscal year, October - September.

    If they can be of help to you, please feel free to use them and give credit to Jan Whitfield, Chesnutt Library Fellows Program at Fayetteville State University.  Thank you.




    Framework for Information Literacy for Higher Education

    "The six concepts that anchor the frames are presented alphabetically:

    • Authority Is Constructed and Contextual
    • Information Creation as a Process
    • Information Has Value
    • Research as Inquiry
    • Scholarship as Conversation
    • Searching as Strategic Exploration

    Neither the knowledge practices nor the dispositions that support each concept are intended to prescribe what local institutions should do in using the Framework; each library and its partners on campus will need to deploy these frames to best fit their own situation, including designing learning outcomes. For the same reason, these lists should not be considered exhaustive.

    In addition, this Framework draws significantly upon the concept of metaliteracy,7 which offers a renewed vision of information literacy as an overarching set of abilities in which students are consumers and creators of information who can participate successfully in collaborative spaces.8 Metaliteracy demands behavioral, affective, cognitive, and metacognitive engagement with the information ecosystem. This Framework depends on these core ideas of metaliteracy, with special focus on metacognition,9 or critical self-reflection, as crucial to becoming more self-directed in that rapidly changing ecosystem.

    Because this Framework envisions information literacy as extending the arc of learning throughout students’ academic careers and as converging with other academic and social learning goals, an expanded definition of information literacy is offered here to emphasize dynamism, flexibility, individual growth, and community learning:

    Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning."

    7. Metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share). This approach requires an ongoing adaptation to emerging technologies and an understanding of the critical thinking and reflection required to engage in these spaces as producers, collaborators, and distributors. Thomas P. Mackey and Trudi E. Jacobson. Metaliteracy: Reinventing Information Literacy to Empower Learners. (Chicago: Neal-Schuman, 2014).

    SOURCE: Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016.


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