The most basic definition of information literacy is: "the ability to locate, evaluate, and use information to become independent life-long learners"
Commission on Colleges, Southern Association of Colleges and Schools (SACS). Criteria for Accreditation, Section 5.1.2 [Library and Other Information Resources] Services. 10th ed. Dec. 1996.

Information Literacy Competency Standards for Higher Education
A framework for assessing the information literate individual, the Information Literacy Competency Standards were created by the The Institute for Information Literacy, a part of the Association of College and Research Libraries (ACRL).

Content

The Information Literacy Program provides a wide range of instruction opportunities including course-related and course-integrated instruction, workshops, presentations, orientations and online tutorials. Online tutorials and workshops are the current bulk of our instruction program but we are eager to expand our course-related and course-integrated instruction.

Vision

The University of Mississippi Libraries will provide a dynamic, comprehensive, and progressive information literacy program for all of the students on each University of Mississippi campuses.

Mission

The Information Literacy Program’s primary mission is to ensure that the graduates of the University of Mississippi are able to identify information needs and use information appropriately in their academic career, in a job-related context, and as lifelong learners.

Program Goals and Outcomes

1. To work with library faculty and staff to improve their information literacy teaching skills.

Outcomes:

• Create an environment of trust, creativity, and collegiality among instruction librarians in order to promote innovation and change in library instruction;
• Improve teaching skills and abilities in order to help librarians convey information literacy principles effectively to students;
• Construct a framework of assessment in order to improve teaching and in order to report to stakeholders.

2. Partner with faculty to introduce and integrate information literacy into student coursework.

Outcomes:

• To introduce information literacy concepts in order to have students develop information seeking skills for lifelong learning;
• To provide interactive instruction sessions in order to increase active learning and address multiple learning styles;
• To develop opportunities for engaging students in learning beyond the classroom in order to better serve student learning;
• To collaborate with the Information Literacy Committee to:
• Incorporate the teaching of information competencies and skills both across the disciplines, and from first year through graduate students;
• Create a common campus language for discussing information literacy;
• Institutionalize information literacy by securing a charter from the Faculty Senate for an Information Literacy Standing Committee.

3. Prepare students for lifelong learning by providing opportunities for students to acquire information seeking and evaluation skills.

Outcomes:

• To use various instruction methods for introducing students to the information gathering and evaluation process in order to address multiple learning styles;
• To use library instruction sessions to teach analysis, synthesis and evaluation skills in order to assist students in developing critical thinking skills.
• To teach student how to obtain appropriate the resources in order to fulfill academic, job-related and personal information needs;
• To make students aware of standard 5 of the ACRL’s Information Literacy Competency Standards for Higher Education in order to help students use information in an ethical manner.
• To teach students the processes of, and comprehension of information literacy practices in order to persistently and creatively pursue life-long learning.

4. Increase the overall understanding and knowledge of the contribution the library makes to earning, teaching, and research through its resources and services.

Outcomes:

• To create online tutorials in order to reach a wider audience of students and faculty;
• To use instruction as a promotional tool in order to increase awareness of information literacy as essential knowledge seeking skills;
• To have faculty assist in the development of innovative learning activities in order to enhance student-centered instruction sessions.

 

Adapted from “Action Plan (draft) by Becky Sproat and Rachel Goon for Tacoma Community College Library June 9, 2005, initially inspired by Pierce College Library; also from internal Florida State University document.