Penn State University Libraries - Information Literacy at Penn State

Information literacy is composed of four interconnected components.

1. Knowledge of information sources, the organization of information, and the nature of knowing — the attributes of scholarly knowledge.
2. Skills in finding, evaluating, using, and effectively communicating information.
3. Generalization of knowledge and skills to various applied settings with a positive disposition toward the use of new and extant information sources and information technologies.
4. Social context for the use of information, equal access to information, and the dissemination of knowledge.

Finding and assessing the value of information has become a rapidly shifting challenge. In an age where traditional print materials have been joined by thousands of electronic resources and millions of Internet web sites. It is a challenge that must be met by Pennsylvania's land grant university — to continue to provide "a liberal and practical education," even as the definition and means of doing so are transformed.

The University Libraries seek to meet that challenge by promoting and encouraging the development of information literacy in all Penn State students through collaboration with University faculty, students, staff, and administrators. The acquisition of information literacy is a cumulative process throughout the undergraduate years. The means of attaining information literacy will be progressively integrated into the entire Penn State curriculum with growing focus and specificity as students progress through their majors.

The University Libraries also recognize that the retrieval and analysis of information and data are not sufficient to produce an educated adult. It is the relationship between information and knowledge, and the applications of knowledge in the service of humanity that continue to be the prime foci of the academic learning environment.

Knowledge of information sources, the organization of information, and the nature of knowing — the attributes of scholarly knowledge.

Understands and functions effectively within the information environment.

• understands traditional and emerging organizational patterns of knowledge
• understands historical delivery of information through oral and written language as well as contemporary information technologies
• understands relationships among subject fields and disciplines
• understands intellectual property issues
• understands scholarly communication patterns, including informal networks
• understands symbiotic relationship between information and knowledge

Skills in finding, evaluating, using, and effectively communicating information.

Demonstrates appropriate information seeking skills and behaviors.

• recognizes required information needs
• uses appropriate resources to fill information needs
• develops appropriate strategies to gather information resources
• acquires information using a variety of technologies and systems
• evaluates information retrieved as to authority, accuracy, timeliness, and value in fulfilling need
• integrates new information into existing knowledge and skills
• self-evaluates effectiveness of information seeking skills

Generalization of knowledge and skills to various applied settings with a positive disposition toward the use of new and extant information sources and information technologies.

Transfers knowledge and skills to new environments and emerging technologies; and is positively inclined toward experimentation.

• practices skills in varied settings using a broad range of applications
• applies classroom learning to independent problem-solving and critical thinking
• uses acquired information literacy skills in all learning environments
• demonstrates persistence in seeking/using resources
• communicates/presents information effectively in all necessary settings and occasions
• develops personal heuristics for life-long information learning including "how-to-learn" about new and emerging technologies

Social context for the use of information, equitability of access to information, and the dissemination of knowledge.

Values the importance of information access and its critical role in a democratic society.

• understands the social context for information and its use
• understands the local to global nature of information and its value in all communities
• understands the role of competing political, social and economic agendas associated with information creation and distribution
• demonstrates ethical behaviors in the uses of information
• participates in appropriate scholarly, professional, and personal information communities

Today's University Library is a collection of specialized Subject Libraries providing a wide range of services and resources. In addition to books and print-based materials, the library provides web pages and electronic resources designed to complement and support your student's information needs.

TIPS to ensure your students use the best information resources:

• Become familiar with your Subject Libraries' home pages — there may be some treasure there that will get your students started toward some of the most useful information resources.
• Refer your students to the University Libraries Subject Library pages OFTEN!
• Make links to the University Libraries' web pages from your syllabus and handouts.
• Encourage students to use the Custom Library Guides in the "Tools" tab in their ANGEL courses.

The most effective way to incorporate information literacy goals into any course is to work closely with a subject librarian while developing the syllabus and any course assignments. This approach can prove especially fruitful for both the teaching faculty and the librarian who can work together to identify library collection strengths and weaknesses, and the availability of resources in print and electronic formats. These partnerships can result in more effective assignments, less frustration for the students, and greater knowledge of appropriate information resources. Like partnerships in the business world "information literacy partnerships" can take many forms.

Pride Information: University Libraries Project Leap (Lead Librarian: Ellysa Cahoy)

University Librarians have been involved with the Learning Edge Academic Program (L.E.A.P.) since its inception in the summer of 1996. One of the core values of the LEAP program is to create course combinations (called "Prides") — typically a subject course and a composition or communications course. Because librarians can provide a wide range of instruction to foster information gathering skills, awareness of library resources, and develop research strategies crucial to entering freshmen, they are a natural partner in each Pride.

In order to teach students how to be life-long learners with the necessary critical thinking skills it will take the joint efforts of librarians and teaching faculty. Because information gathering skills are best-learned within a subject-context, teaching faculty have the most immediate influence in how well students incorporate information into the their coursework. Yet, because of the changing information environment it can be difficult to keep up with new resources and the different skills they require. For this reason, University Librarians have begun to seek ways to work with faculty and instructors how to better incorporate old and new information resources into course goals.

For courses that include some information gathering within their course assignments, we provide students with basic resource Tool Boxes that allow them to self-select resource categories. In addition, guides and tutorials provide students with instruction in basic information-gathering strategies. The University Libraries have found these pages are most effective when instructors complement them with subject-specific resources.

Toolbox for English Composition/Speech Communication Students

Subject-specific information literacy modules with a broad interest to undergraduates include:

• Locating Company Information Tutorial
  
• Locating Industry Information Tutorial
  
• Patent Search Tutorial
• Engineering Resources Tutorial

Information Literacy & You

Recommended for General Education and First-Year Seminar courses, or any course that integrates the identified key competencies of information literacy, including "...opportunities for information gathering, synthesis and analysis in solving problems and in critical thinking (including the use of the library, electronic/computer and other resources ...)" will be able to integrate this series of web modules into their course content. Students can use the modules within a class or independently.