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Discovery Core & the Library  

Last Updated: Sep 30, 2013 URL: http://libguides.uwb.edu/dcil Print Guide

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What's in the guide

This guide was designed to provide easy access to the  documents and information that will help you integrate information literacy into your DCI or DCII course. It's modeled somewhat like the kind of class guide your librarian can design for your students to help them navigate library resources. This guide includes tabs for:

STAR Project

Other assignment Ideas and Examples

Pedagogy Discussion

 

 

 

 

 

Reflect Learn Connect by
Seattle Central Community College Library

 

Information literacy (IL) defined

Information literacy is a complex and multi-layered skill set centered on accessing, analyzing, evaluating, synthesizing and producing knowledge.  It is developmental (i.e., it cannot be taught all at once, there must be time for skills to be introduced, applied, reinforced and extended) and it is best learned and understood when taught in conjunction with the companion skills of critical thinking, reading, writing and production.

Infomation Literacy has been extensively defined by the Association of Research Libraries (ACRL):

ACRL Information Literacy Competency Standards for Higher Education

 

Research on IL and first-year students

The First-Year Experience and Academic Libraries: A Select, Annotated Bibliography

Information literacy and its relationship to cognitive development and reflective judgment - 2008, Jackson, R., - includes a handy comparison of the two dominant models of cognitive development: Perry's and King & Kitchener's, mapping IL learning objectives to both.

Skimming the surface - 2011, Inside Higher Ed. article outlining the initial findings of The Citation Project, a study analyzing nearly 2,000 student citations from first year composition courses at a range of institutions

Truth be told: What today’s college students say about conducting research in the digital age - 2010, Project Information Literacy Progress Report - Head, A.J. and Eisenberg, M. 

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