The First-Year Information Literacy Program is a collaboration of the Library Instruction Program with University 101, English 101 and English 102. The program is designed to give a firm foundation in the research process and the acquisition of basic research skills to first-year students. Students learn about information literacy concepts and develop research skills from their professors in the classroom, from librarians in library sessions, and from assignments on which classroom and library faculty collaborate. The goal is to focus on research as a process and to reinforce that process between the library and the classroom and across the three courses.
The purpose of the Information Literacy Standards for First-Year Students is to provide a one-page summary of the research process based on the Information Literacy Competency Standards for Higher Education (Association of College and Research Libraries 2000). The bullet points under each standard give examples of research skills and activities associated with each standard.
Information literacy is a way of defining, thinking about, and teaching the research process. As such, it is an essential life skill in our information-saturated age. Information literacy is achieved not only through the development of discreet skills and knowledge, such as knowing where one might find information about a topic of interest and acquiring the ability to utilize databases and search strategies to retrieve it, but also in developing problem-solving and critical thinking skills that lead to an active and creative engagement with research and its end products. Defined thus, teaching and learning information literacy is a collaborative effort among classroom faculty, librarians, educational support staff, administrators, and students.
In 2000, the Association of College and Research Libraries (ACRL), the academic library arm of the American Library Association, published the Information Literacy Competency Standards for Higher Education. This document provides a detailed model of the research process organized by five standards, each with performance indicators and learning outcomes. This was followed in 2001 by the Objectives for Information Literacy Instruction: A Model Statement for Academic Libraries, which includes written objectives for many of the performance indicators and learning outcomes and addresses the professor/librarian collaboration. In 2015, ACRL released the Framework for Information Literacy for Higher Education, which presents an alternate conceptualization of information literacy based on threshold concepts.These documents and information about using and teaching with them can be found on ACRL's Frameworks & Standards page.
The Library Tour module contains an interactive way to learn about library resources and services through video clips from the Library Video Tour, quiz questions, and one of six tasks that require students to come to the library to complete. Tour module links are included on the University 101 Research Guide, the Composition I Research Guide, and the Composition II Research Guide. The tour is required for all University 101 students and strongly recommended for all new students in English 101 and 102 who are not also enrolled in University 101.
Andrew Kearns - Coordinator of Library Instruction
Monika Shehi - Director of Composition
Susannah Waldrop - Director of the Student Success Center (University 101)