Information Literacy
To ensure success at the University of Minnesota, Morris and beyond, students need to be able to thrive in an information intensive environment. Today’s college students use online technology and access electronic information on a daily basis. However, the vast amounts of information readily available present a new dilemma requiring purposeful strategies for finding, evaluating, selecting, and using resources.
Information Literacy Standards at the Morris campus
By the time students graduate, they will understand how knowledge is organized and transmitted, especially within their majors. They will be able to assess an information need, identify the key concepts, and develop a search strategy, including the selection of appropriate print and electronic resources. After successfully locating materials using multiple retrieval systems, students will be able to critically analyze and integrate the information gathered into their academic experience.
See Meeting Information Literacy Standards below.
Teaching Methodologies and Logistics
Flexibility in adapting the information literacy component to the syllabus envisioned by a particular instructor is a key element in the success of library instruction. Each class will focus on specific information needs and the process involved in meeting and assessing those needs.
Integration with First Year Courses
It is critical for information literacy to be an integral part of the initial college experience. Integrating information literacy into any first year courses that require research or writing, such as Writing for the Liberal Arts (ENGL 1601) and Intellectual Communities (IC), provides a systematic mechanism through which all students learn information literacy skills. Library sessions for 1000-level courses introduce students to the basic concepts of information literacy including determining the appropriate information needed, searching the library catalog and subscription databases, and discussing criteria for critically assessing information.
For 1000-level courses with a research project, instructors are encouraged to have at least one session early in the semester for the purposes of introducing students the resources and services available through the library. Then, since information literacy sessions are most useful when connected to an assignment or research need a second session on focused research resources offers both class and individual guidance. Faculty should sign up for sessions before the beginning of the semester as classes are scheduled on a first-come basis. To schedule sessions, contact Reference Coordinator Peter Bremer.
Developing Students’ Information Literacy Skills After the First year
To successfully fulfill the Association of American Colleges and Universities (AACU) Information Literacy VALUE Rubric, students should be learning and improving their information literacy skills every year. We recommend bibliographic instruction sessions be a part of any class requiring research. While this may not always be possible, there are two areas where these sessions seem to fit logically—in the introduction to research methods classes required by many majors and during the senior seminars. Students can hone the skills they have already developed by working more in-depth with the librarian instructing the class. Library instruction sessions associated with research methods focus on searching using Boolean/proximity operators, using thesauruses to better understand how databases are structured, and developing organizational skills by learning to use EndNote. In addition to working on information literacy skills, the advanced sessions will include a discussion of the ethical use of information, including a discussion of plagiarism and the importance of proper citations.
Information literacy sessions for senior seminars could take on a number of information literacy issues including in-depth discussions of the specific types of research that may be required for the project beyond traditional library research or how to construct a literature review. Again, a discussion of the importance of using research and results ethically would be included along with a review of good research techniques.
Assessment
In partnership with faculty, the library is responsible for ensuring all students meet the UMM Student Learning Outcomes as they related to information literacy, as well as the AACU Information Literacy VALUE Rubric.
Meeting Information Literacy Standards
Information literacy learning goals at Rodney A. Briggs Library and their corresponding AACU VALUE Rubric.
AACU VALUE Rubric 1: Determines the extent of the information needed
1xxx Courses |
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Research Methods |
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Senior Seminar |
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AACU VALUE Rubric 2: Accesses needed information effectively and efficiently
1xxx Courses |
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Research Methods 2xxx or 3xxx Courses |
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Senior Seminar |
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AACU VALUE Rubric 3: Evaluates information and its sources critically
1xxx Courses |
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Research Methods |
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Senior Seminar |
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AACU VALUE Rubric 4: Uses information effectively to accomplish a specific purpose
1xxx Courses |
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Research Methods |
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Senior Seminar |
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AACU VALUE Rubric 5: Accesses and uses information ethically and legally
1xxx Courses |
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Research Methods |
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Senior Seminar |
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Bibliography
Information literacy competency standards for higher education. 2000. Chicago: Association of College and Research Libraries.
Kellie Meehlhause, Instruction Coordinator, Rodney A. Briggs Library
September 2014, 10th revision
For Fall Semester 2019<a href="tel:+13205896173">call 320-589-6173</a> or
<a href="mailto:pbremer@morris.umn.edu">email Peter Bremer</a>.