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Information Literacy

About Information Literacy

According to the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education (2015):

"Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning."

This framework outlines key concepts and best practices of information literacy instruction.

"The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. These are the six concepts that anchor the frames, presented alphabetically:

  • Authority Is Constructed and Contextual
  • Information Creation as a Process
  • Information Has Value
  • Research as Inquiry
  • Scholarship as Conversation
  • Searching as Strategic Exploration."

—Framework for Information Literacy for Higher Education, Introduction. http://www.ala.org/acrl/standards/ilframework#introduction.

The ACRL Information Literacy in the Disciplines Committee compiled information literacy disciplinary standards and curricula developed by accrediting agencies, professional associations, and institutions of higher education in the Information Literacy in the Disciplines Guide.

Information literacy is one of general education learning outcomes at IU Kokomo, and it intertwines with critical thinking and research/writing processes. The Library leads the promotion, teaching, and assessment of information literacy across the campus.

A typical information literacy session provides students with an orientation on essential library resources and research strategies. Interactive class activities such as group discussion and hands-on exercises are integrated in information literacy sessions to engage students in learning.

Below are some examples of instruction modules:

  • Choosing a research topic
  • Selecting keywords
  • Searching strategies
  • Finding scholarly resources
  • Evaluating sources

Please note that information literacy sessions can be customized based on course learning outcomes and research assignments.

Schedule Instruction

An information literacy session should be scheduled at least two weeks in advance using the online request form. The Library traditionally regards the last week of classes and the final exams period as quiet study periods for students, so no information literacy sessions will be scheduled during these periods.

When scheduling your session, it is most helpful to have an assignment or specific coursework in mind that will utilize library resources. This will allow the librarian to prepare a more customized and effective presentation for your class. The two websites below offer some good ideas on library/research assignments. If you need help creating a new assignment or updating an existing assignment, please contact Yan He, Information Literacy Librarian.

  • Sample Library Assignment Ideas (University of Illinois at Urbana-Champaign): This page offers examples of assignments that incorporate library research.
  • Effective Research Assignments (University of California Berkeley): Provides suggestions to help instructors design assignments that mitigate students' struggles with navigating the research process.

Please be aware that course instructors are strongly encouraged to attend information literacy sessions with their classes and should come prepared to assist the librarian, if necessary.

Visiting School Groups

The Library is available for public use and welcomes the use of its facilities by outside groups. Please see our Procedures for Visiting School Groups page for additional details on scheduling a visit.

Last Updated: 6 October 2017

Last updated: 10/06/2017