1. How to integrate Information
and Technical Literacy into
your classes

2.  Information literacy helps form the basis for lifelong
learning.
 It is common to all disciplines, to all learning
environments, and to all levels of education.
 It enables learners to master content and:
 extend their investigations
 become more self-directed
 assume greater control over their own learning

3.  Information Literacy is a set of abilities
requiring individuals to recognize
when information is needed and have
the ability to locate, evaluate, and use
effectively the needed information.

4.  Determine the extent of information needed
 Access the needed information effectively and
efficiently
 Evaluate information and its sources critically
 Incorporate selected information into one’s knowledge
base
 Use information effectively to accomplish a specific
purpose
 Understand the economic, legal, and social issues
surrounding the use of information, and access and
use information ethically and legally
 ACRL - Information Literacy Competency Standards for Higher Education
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompet
ency.cfm#ildef

5.  Increasingly, information comes to individuals in
unfiltered formats, raising questions about its
authenticity, validity, and reliability.
 In addition, information is available through multiple
media, including graphical, aural, and textual, and
these pose new challenges for individuals in evaluating
and understanding it

6.  Library skills – the mechanism of how to use a
resource for an answer
 Computer skills – how to use a computer
 Not just learning facts….but learning to learn
 One 50-minute orientation to the Library
 Being told what piece of information to find…in
what exact source…and copying it onto a paper

7.  A person that understands with increasing
sophistication what technology is, how it is
created, how it shapes society, and in turn
is shaped by society is technologically
literate.
 A technologically literate person is comfortable with
and objective about the use of technology - neither
scared of it nor infatuated with it.
 A technologically literate person has a range of hands-
on skills, such as using a computer for word processing
and surfing the Internet.
 International Technology Education Association: Standards for Technological
Literacy http://www.iteaconnect.org/TAA/PDFs/Execsum.pdf

8.  Implies evaluation or use of critical thinking skills
 What is a student’s definition of a credible source?
 What is an instructor’s definition of a credible source?

9.  Their version of credible may not be your version of
credible
 Sometimes research requires Google
 Encourage students to use at least one web source in
their projects
 Invite the librarians to come and talk about credibility
 Require students to use an evaluation matrix for one of
their sources
 Partner with the librarians to help evaluate student
sources

10.  Students identify and evaluate information for
their needs
 Engages critical thinking skills
 It is an everyday daily life skill
 Correlates to all disciplines and fields of study

11.  http://www.epa.gov/climatechange/
 SCORE:
 http://www.climatehotmap.org/
 SCORE:

12.  Partner on evaluating sources and bibliographies used in
papers
 Help add Info & Tech Literacy components into your
existing assignments
 Clear copyright for you on course materials
 Identify Open Education Resources to assist in teaching
 Purchase the needed materials for the library collection
that you need for your classes/assignments
 Provide orientations…these work best if we have your
assignment to build from
 Deliver online/video tutorials and streaming live
orientations for all classes (online or face-to-face)

13.  Schedule more than one, 50-minute orientation (2
workshops are better than 1)
 Be clear about your assignment mandates and the
resources/parameters you expect your students to use
 Be willing to share your students’ work with us so we
can score their bibliographies on our rubric…only way
we know if we are doing a good job and what can be
done better
 Stay with your classes during orientations so we can
bring your input into the discussions