Information
Literacy and Writing Assessment Project:
Tutorial for Developing and Evaluating Assignments
Section 2: Background
on Information Literacy, Writing,
and Critical Thinking
Definitions
of Information Literacy
Information literacy is one
of the five cross curricular
initiatives at the University
of Maryland University College
(UMUC). The 2001-2002 UMUC Undergraduate
Catalog states that UMUC graduates
are expected to be able to "Use
libraries and other information
resources to locate, evaluate,
and use needed information effectively."
In 1989, the American Library
Association Presidential Committee
on Information Literacy (January
10, 1989, Washington, D.C.)
stated that, “Ultimately,
information literate people
are those who have learned how
to learn. They know how to learn
because they know how knowledge
is organized, how to find information,
and how to use information in
such a way that others can learn
from them. They are people prepared
for lifelong learning, because
they can always find the information
needed for any task or decision
at hand.”
To understand what information
literacy is and how to incorporate
information literacy assignments
into the curriculum, we have
developed this resource to make
the process of designing, implementing
and evaluating an information
literacy/research assignment
easier. We hope this document
will provide you with ideas
and a deeper understanding of
the initiative and its benefit
to you and your students.
Components
of Information Literacy
What elements comprise information
literacy? If we were to break
down the different components
of information literacy, they
would be as follows:
- library literacy
- computer literacy
- critical thinking skills
- lifelong learning skills
What
is Information Literacy?
- knowing you have an information
need
- identifying and retrieving
the needed information to
address the topic -- using
different formats (e.g., Web
or print resources) as necessary
- evaluating and critically
examining the information
- organizing the information
- using the information effectively
(analysis and synthesis)
Skills
that Comprise Information Literacy
- using library resources
both within the library and
through electronic means
- having sufficient computer
competency to use both traditional
and electronic tools efficiently
and effectively
- determining the best resource
to use, not simply using the
resource that is most convenient
- developing an appreciation
of the importance of information
for workplace success and
continuing to use information
throughout life
WWW-Based
Information Literacy Resources
Numerous resources on information
literacy are available that
provide additional information
about information literacy and
its applicability to higher
education. Below are several
Web sites that have tutorials
and additional resources about
information literacy.
Writing
as an Element of ILWA Assignments
Because it is neither a new
nor a specialized term, writing
does not need to be defined
in the same way as information
literacy does. But teachers
who are considering adding ILWA
assignments to their courses
ought to consider the great
variety of writing purposes
that may entail research. James
Kinneavy's application of the
"Communications Triangle" to
the aims of discourse suggests
some of the many possibilities.
Sociology or history students
may be assigned family histories
(their own or other families')
that entail collecting actual
interviews; developing surveys,
researching registers of births,
deeds, and wills; and consulting
contemporary street maps, business
directories, and newspapers.
Communication arts, business,
or marketing students may be
asked to develop ad campaigns
including reviews of market
research, consumer psychology,
demographic, and income trends.
Information systems management
students may be asked to measure
the impact of government regulation
on a particular communication
medium by reviewing newspaper
analyses; county, state and
federal legislative records;
and trade journal articles.
A Sampler
of Writing Assignment Types
Writing assignments that might
develop from research include:
- mission statements and vision
statements
- proposals
- constitutions
- legislative bills
- definitions
- diagnoses
- white papers
- marketing analyses
- opinion surveys
- feasibility studies
- annotated bibliographies
- literature reviews
- problem solutions
- formal arguments from principle
- arguments generalizing from
particulars
- news articles
- magazine feature articles
- reports
- encyclopedia articles
- historical fiction
- ballads
- plays, TV, or film scripts
on course-related issues
- advertising campaigns
- political speeches
- editorials
- social, political, or artistic
criticism
Adapted from: Kinneavy, James
L. (1971). A Theory of Discourse:
The Aims of Discourse. Englewood
Cliffs: Prentice-Hall. p 61.
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