From the “Framework for Information Literacy for Higher Education” of the Association of College & Research Libraries, American library Association:

“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.”

Why does information literacy matter?

“Being information literate includes the ability to distinguish fact from fiction - an essential skill given the proliferation of fake news. Libraries are positioned to help patrons gain information literacy skills, including how to identify fake news sources and stories.” - American Library Association

Why should information literacy matter to me?

False information can be shared or perpetuated both intentionally & unintentionally. Intentional or not, false information has real-life consequences. - “Information Literacy Competency Standards for Higher Education”, American Library Association

A person who is information literate can:

1. Determine the extent of information needed.

2. Access the needed information effectively and efficiently.

3. Evaluate information and its sources critically.

4. Incorporate selected information into one’s knowledge base.

5. Use information effectively to accomplish a specific purpose.

6. Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.

You know you’re developing information literacy skills when you’re able to:

1. Define and articulate what you need the information for.

2. Can identify and use multiple types of potential information, both in-person and online.

3. Consider the costs/benefits of acquiring the information – is getting the info feasible and realistic?

4. Reevaluate, clarify, and revise the information need and search strategy, as necessary.

5. Use effective methods, sources, and search strategies for finding and organizing information.

6. Describe and apply the appropriate methods for critically evaluating information and its sources.

7. Effectively summarize/synthesize the main ideas and be able to describe and discuss them with others.

8. Compare and contrast new knowledge with old knowledge and consider the impacts of any differences.

“Information Literacy Competency Standards for Higher Education: Information Literacy Defined” (pages 2-3) & “Information Literacy Competency Standards for Higher Education: Standards, Performance Indicators, and Outcomes” (pages 8-14), American Library Association