Standards and Competencies | Tools and Resources |  
Experts and Listservs | Annotated Bibliography

Standards and Competencies

ACRL Information Literacy Competency Standards for Higher Education
These standards were approved by the Board of Directors of the Association of College and Research Libraries (ACRL) in January 2000. The site has sections defining information literacy, discussing standards, performance indicators and outcomes, and pointing to selected information literacy initiatives.

Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians
From ALA/ACRL.

Best Practices Initiative - ACRL Institute for Information Literacy
"The Institute For Information Literacy, an initiative of the Association of College and Research Libraries, a Division of the American Library Association, proposes to carry out a thirty-seven month long project to identify criteria for assessing information literacy programs in undergraduate education, and based on those criteria, to select benchmark programs. The criteria and selected institutions will be featured in a national conference, and information from the conference will be widely distributed through a variety of media: World Wide Web, professional print publications, and professional conferences and workshops. The goal of the project is to provide models of information literacy programs that institutions can use as benchmarks for comparison with their own developing programs. 

Tools and Resources

Kathy Schrock's guide for educators 

Pre-assessment of library skills bibliography with some links to tests from Iowa 

Assessment in library and information literacy instruction, University of Nevada, Reno

Information Competence Assessment: Web-Based Assessment of University Entry-Level Information Competency
This is a project funded by the California State University, Council on Library Resources and Information Technology Information Competence Work Group 

Seton Hall University Libraries' Questionnaire on the Information Search Process 

University of Charleston's Library's Basic Skills Survey

ACRL's Institute for Information Literacy (IIL) 

Information Literacy in a Nutshell: Basic Information for Academic Administrators and Faculty
Provides a brief guide introducing the concept of information literacy and model information literacy programs. It is designed specifically for academic administrators and faculty.

TILT (Texas Information Literacy Tutorial)
"A version of the TILT tutorial distributed at no charge under an Open Publication License. After signing the license and registering, individuals and institutions may download a copy of the TILT text, graphics, and scripts to use on their own campuses and customize in whole or in part. TILT Open Publication License.

Experts and Listservs

TILTtalk
If you are interested in sharing ideas related to the development of online information literacy materials and maintenance of web-based tutorials, sign up for the listserv TILTTALK.

Selected Case Studies Using the Information Literacy Competency Standards for Higher Education

Literacy Portfolios
"A systematic collection of a variety of teacher observations and student products, collected over time, that reflect a student's developmental status and progress made in literacy."

Annotated Bibliography

Altman, E., & Pratt, A. (1997). The JAL guide to the professional literature: Information literacy. Journal of Academic Librarianship, 23(3), 256. Retrieved October 19, 2001 from Academic Search Premier database.
Presents abstracts about information literacy for academic librarians. Role of information literacy in the context of higher education; Development of the Faculty Institute on Teaching, Learning and Technology; Seminar on dissemination of scientific knowledge.

Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.
"Instructional rubrics, concerned with gradations of quality, are easy to use and explain, communicate teacher expectations clearly, provide students with constructive feedback, and support learning, skill development, understanding, and good thinking. Tips for constructing rubrics and encouraging student participation and self-evaluation are provided. (MLH)" 

Brookhart, S. M. (1999). The art and science of classroom assessment: The missing part of pedagogy. ERIC-HE Digest Series, 3, 3.

Brown, C. M. (2002). Integrating information literacy into the science curriculum. College & Research Libraries, 63(2), 111-124. Retrieved April 16, 2002 from WilsonSelect Plus database.
"Reports on findings from a survey exploring the information literacy of physical science graduate students. Describes the students' perceptions of the physical and psychological components that enhance or detract from their ability to find, appraise, and use information and how they feel during the various stages of an information search. (Author/LRW)"

Bruce, C. S. (2000). Information literacy research: Dimensions of the emerging collective consciousness. Australian Academic and Research Libraries, 31(2), 91-109.
"Information literacy researchers are beginning to develop a collective consciousness, a consciousness that represents the newly appearing territory of information literacy research. This paper analyses the information literacy research territory as it is represented by the emerging collective consciousness of information literacy researchers. Five dimensions of the collective consciousness are proposed: 1) the sectoral location of the research; 2) ways of seeing information literacy; 3) 'what' is being investigated, that is the research object; 4) 'how' the object is being investigated, that is the research approaches and paradigms; and 5) disciplinary influences. These dimensions are used to: 1) reveal the character of the information literacy research territory which is in early stages of construction; 2) show how different kinds of research approaches can shed different kinds of light on the object of research; and 3) demonstrate how the five dimensions work together in the development of new studies."

Calvert, P. J. (1999). Web-based misinformation in the context of higher education. Asian Libraries, 8(3), 83. Retrieved October 19, 2001 from Academic Search Premier database.
Presents information on a study which discussed the student use of the World Wide Web in higher education. Discussion on misinformation in the Web; Methodology; Results of the study.

Davidson, J. R. (2001). Faculty and student attitudes toward credit courses for library skills. College & Research Libraries 62(2), 155-163. Retrieved April 16, 2002 from WilsonSelect Plus database.
"Oregon State University faculty, student, and library staff attitudes toward credit courses, and various other instructional methods, for teaching library and research skills were assessed. A number of faculty and students did not know about courses offered. Although other methods, such as Web tutorials and written guides, are preferred, well-marketed credit courses may still be considered a viable option. (AEF)"

Dunn, K. (2002). Assessing information literacy skills in the California State University: A progress report. Journal of Academic Librarianship 28(1/2), 26-35. Retrieved April 16, 2002 from Academic Search Premier database.
"Discusses the multi-year assessment of information literacy skills at the California State University (CSU). History of the Information Competence Assessment project at CSU; Definition of information competence; Phases of the assessment strategy; Thoughts about assessing information competence.

Farmer, D. (1993, Jan.-Feb.). Course-embedded assessment: A teaching strategy to improve student learning. Assessment Update 5(1), 9-11.
Description of Kings College (PA) assessment program that assesses class sections and course programs.

Farmer, L. S. J. (1997). Authentic assessment of information literacy through electronic products. Book Report, 16(2), 11-13. Retrieved April 19, 2001 from Academic Search Premier on-line database.
Focuses on the concept of `outcomes-based education' with emphasis on the authenticity of information technology literacy, certification and the standards for this type of education in the United States. Definition of `outcomes-based education'; Distinguishing the contrast between performance and contents standards; Listing of ways to introduce authentic assessment in schools."

Grimes, D. J., & Boening, C.H. (2001). Worries with the Web: A look at student use of Web resources. College & Research Libraries, 62(1), 11-23. Retrieved April 16, 2002 from WilsonSelect Plus database.
"Case studies were conducted of community college instructors and their freshman writing classes to better understand what students are doing and what faculty expert of them. Findings show: students are using unevaluated resources, and there is a gap between what instructors expect students to use and what students actually use. Ways to alleviate "worries with the Web" are discussed. (AEF)" ERIC

Iannuzzi, P. (1999). We are teaching, but are they learning: Accountability, productivity and assessment. Journal of Academic Librarianship, 25, 304-305. Retrieved April 19, 2001 from Wilson Select Plus on-line database.
"Academic libraries face the challenge of attempting to evaluate student learning in the library. In order to meet this challenge, academic libraries should design assessment methodologies that center on performance indicators and that measure student learning outcomes. If academic libraries do not constantly assess their teaching functions and student learning outcomes, others will hold them accountable."

Iannuzzi, P. (2000). Information literacy competency standards for higher education. Community & Junior College Libraries, 9(4), 63.
Focuses on the Information Literacy Standards Implementation Task Force developed by the Association of College and Research Libraries in the United States to promote the use of standards in higher education. Factors that led to the need for a set of information literacy competency standards; Application of the standards in community colleges; Role of the library and its professional staff in building an information-literate student. Academic Search Premier.

James, P. (2000). A blueprint for skills assessment in higher education. Assessment and Evaluation in Higher Education, 25(4), 353-367. Retrieved April 19, 2001 from Academic Search Elite on-line database.

Kunkel, L. R., Weaver, S.M., & Cook, K.M. (1996). What do they know? An assessment of undergraduate skills. Journal of Academic Librarianship, 22, 430-443. Retrieved April 19, 2001 from Wilson Select Plus on-line database.
"A study examined the variables that affected undergraduates' scores on a test of library skills. The results revealed that the frequency with which students received library assignments was the best predictor of library skills, that lower level students were confused about the range and diversity of library resources, that they had difficulty interpreting the bibliographic records in the OPAC and in periodical indexes, that the terminology of library research was unfamiliar to them, that they lacked the critical judgment to choose suitable sources and to develop strategies for finding information when their efforts first failed, and that they did not have the experience and skills to use information technologies effectively. However, they knew how to use the OPAC to locate books, understood that periodical indexes are for locating articles, could identify appropriate subject headings, and had a strong, though sometimes inaccurate, sense of the possibilities of computer resources."

Lawson, M. D. (1999). Assessment of a college freshman course in information resources. Library Review, 48(2), 73. Retrieved October 19, 2001 from Academic Search Premier database.
Examines the effectiveness of information resources course in improving the library skills of students at Central Missouri State University in Warrensburg, Missouri. Difference of the course with other literacy courses; Outline of the course; Methods for assessing information literacy of students.

Level, A., & Kern, M.K. (1999). Information literacy and the technological transformation of higher education. College & Research Libraries News, 60(9), 751.
Reports on Association of College and Research Libraries Instruction Section's organization and holding of the Thing Tank III, a discussion regarding the future directions for information literacy initiatives in higher education. Librarians and educational technologists who participated in Think Tank III; Activities and topics discussed. Academic Search Premier.

Lindauer, B. G. (1998). Defining and measuring the library's impact on campuswide outcomes. College and Research Libraries, 59(6), 546-570.
This article includes an appendix of possible performance measures for libraries.

Marcum, J. W. (2002). Rethinking information literacy. Library Quarterly 72(1), 1-26. Retrieved April 16, 2002 from Expanded Academic Index ASAP database.
"Over the past decade information literacy emerged as a central purpose for librarians, particularly academic librarians. This article critiques the model, beginning with the information-processing paradigm that provides its underlying assumptions. In particular, problems are identified with the assumed connection between information and knowledge, with inadequacies of the cognitive sciences approach--including the view of language as mere communication--and the inadequate consideration of the role of computers in human-computer interaction. The appropriateness of the "learning methodology" of the information literacy model is reviewed. Alternatives--including visual literacy, multiple literacies, and interactive literacies--are surveyed. The challenge of relating information literacy to workplace competencies is outlined. The article proposes that information literacy be refocused away from information toward learning, and beyond literacy in the direction of sociotechnical fluency."

Maughan, P.D. (2001). Assessing information literacy among undergraduates: A discussion of the literature and the University of California-Berkeley assessment experience. College and Research Libraries, 62(1), 71-85.

Oberman, C., Lindauer, B.G., et al. (1998). Integrating information literacy into the curriculum. College & Research Libraries News, 59(5), 347. Retrieved October 19, 2001 from Academic Search Premier database.
Focuses on the presentation of Integrating Information Literacy into the Curriculum at a panel at the American Association of Higher Education (AAHE). When the panel was held; Name of the moderator of the panel. INSETS: The information literacy IQ (Institutional Quotient) test; Compilation of core information literacy competency/outcomes..; Information literacy: Best practices and models by Betsy Wilson.

Pausch, L. M., & Popp, M.P. (1997). Assessment of information literacy: Lessons from the higher education assessment movement. Paper presented at the 9th national conference of the Association of College & Research Libraries, Detroit, MI, April 8-11, 1999.
"Assessment in institutions of higher education is being driven by demands for accountability from legislators, trustees, and accrediting agencies. These assessment efforts are now expanding to library instruction programs. The library literature, however, reveals few rigorous efforts to evaluate the teaching of information literacy concepts and skills. Objective methods are being developed in many teaching disciplines, resulting in a body of research and descriptions of effective evaluation methods. Instruction librarians need to investigate these to determine which of them might be adopted/adapted for use in libraries. This paper reviews higher education assessment methods; identifies useful theories and practices; describes assessment programs in academic libraries; and makes recommendations for changes in library education and for future research."

Potter, J. (2001). The library at the center of the Web: Information literacy across the curriculum in an age of connectivity and chaos, ERIC. Retrieved April 11, 2002 from E*Subscribe database.
" "Web" is identified with both the World Wide Web and the broader web of culture and fields of knowledge. The library is where all disciplines converge and is by its nature a force of order in the face of anarchical trends. Information literacy is the ability to both navigate and evaluate information. Like writing, information literacy is process-oriented and fundamental across the curriculum. "Connectivity and chaos" describes the way technology has created links as well as disorder. The context in which information literacy must be achieved is characterized by the rise of the Internet, proliferation of technologies, shifting demographics, and information overload. Information literacy programs should aim to demystify technology, incorporate collaborative/active learning techniques, pursue faculty involvement, and emphasize research as a process. Examples are cited from bibliographic instruction programs at St. Olaf College (Minnesota), the State University of New York, Montana State University, and the University of Washington. (Contains 17 references.) (MES)"

Snavely, L., & Cooper, N. (1997). The information literacy debate. Journal of Academic Librarianship, 23(1), 9. Retrieved October 19, 2001 from Academic Search Premier database.
Discusses the role of academic librarians in meeting the educational mission of an institution of higher education. Suggestions for terms to use instead of information literacy; Need for programs to promote learning; Community activities.

Sterngold, A. H., & Hurlbert, J.M. (1998). Information literacy and the marketing curriculum: A multidimensional definition and practical application. Journal of Marketing Education, 20(3), 244. Retrieved October 19, 2001 from Academic Search Premier database.
Claims that developing students' information literacy should be a major objective of the marketing curriculum at universities. Definition of information literacy; Group research project developed for a marketing strategy course; Criticism of higher education for not teaching students the necessary information technology skills to become effective managers and business professionals.

Weitzenkamp, D. J., & Heckathorn, B.H. (2001). Opening gates of learning environments through technology: Introducing new technologies to the adult learner, ERIC. Retrieved April 16, 2002 from E*Subscribe database.
"This study analyzed how faculty and graduate students interacted within a distance education environment when a new technology was introduced. Data from an education course offered via interactive audio/video and supported with Web-based materials and interaction opportunities were analyzed. Initially, the course was developed for delivery through an interactive audio/video classroom. After the initial class, the instructor recognized an inability to meet student needs and sought advice from a technical advisor. This led to a decision to include Web-based support. The advisor developed the skeleton of the course. Participant observations and email correspondences were collected by the instructor to help improve the quality of instruction. These data provided information regarding students' content area knowledge and how students and faculty reacted to new technologies. Persistent observation by the technical advisor provided supplemental information to improve instructor and student techniques for utilizing technology. With the help of the technical advisor, the instructor's delivery methods improved quickly. Interactions within the Web-based course were initiated by both the instructor and the technical advisor. Personal dispositions of the instructor, students, and technical advisor were critical to the success of the course. (Contains 16 references.) (SM)"