Information Literacy

For students to become critical thinkers and lifelong learners, they must first become active, motivated learners, able to pursue information on their own and able to evaluate, analyze, and synthesize that information to make intelligent decisions and to solve problems. The information literacy initiative at OCTC seeks to make this vital link between information and lifelong learning.

The information literacy program at Owensboro Community and Technical College has been a traditional one with the librarians never quite able to pull together their dream program of information literacy across the curriculum. With the coming together of the school's Title III Grant with its "student success" goals and the 2005 Southern Association of Colleges and Schools' re-accreditation process with its Quality Improvement Plan, the librarians had their chance. By volunteering to serve on the planning teams of the Quality Enhancement Plan, research/information literacy became one of the foundation "expectations" students were to master by graduation.

Information literacy has become a recognized initiative at OCTC. It is supported by administration, faculty, and librarians, and is becoming an important part of the learning experience for students. Information literacy is one of the five Expectations for the Expression of Ideas in the Quality Enhancement Plan of the College, and also a necessary part of all five expressions. Information Literacy is infused into learning across the curriculum.

An Information Literacy Ad Hoc Committee made up of faculty, staff, and librarians was created in the fall of 2005. The committee discussed and decided on and adopted a definition and competencies. The competencies are those skills and abilities students should master by the time they receive their diploma or degree or transfer to a four year college. Many of the committee members were the same as those on the QEP Team and they made sure the two bodies worked in harmony. The Information Literacy Committee has already provided some faculty development and plans to provide more. It will now be a standard committee at the college to assist in guiding the information literacy program.

An information literacy center has been set up in the library for faculty with books, articles, and sample assignments. Faculty members are encouraged to submit successful assignments for other faculty to share. Librarians are available to collaborate with faculty to create assignments, locate resources, present or co-present workshops, teach classes, or help faculty in any other way to further the goals of the committee and the Quality Enhancement Plan. There have been some librarian-faculty collaborative efforts made. One such effort was presented at a brown bag session. Presentations have been made at various division meetings across campus, even though we are still in the pilot phase of the program. Plans are being made for more faculty development.

We will strive to promote information literacy across campus with the purpose of enhancing the pursuit of knowledge in all disciplines, requiring students to think critically, and strengthening life-long learning skills. We will strive to educate students, faculty, and other campus personnel to understand all aspects of information literacy, including organization of information into knowledge, and evaluation of all information in all forms. We will provide resources and services in an environment that fosters independent thinking, helping students to become confident in their skills to be used in their professional and personal lives.

Information Literacy encompasses a student’s ability to recognize information needs, to identify appropriate sources, and to obtain, evaluate, and effectively apply that information in a responsible manner.

Information Competency

Skill

Identifies information needs

	Knows one’s own limitations and abilities
	Knows when additional information is needed to make a good decision or solve a problem

Recognizes that accurate and complete information is the basis for intelligent decision making

	Understands importance of quality information
	Recognizes that all information is not created equal

Defines the topic, question, or problem

	Identifies key concepts and/or terms that describe the information needed
	Lists terms that may be used in searching for information on the topic

Selects credible sources

	Understands how knowledge is organized, stored, and transmitted
	Differentiates between primary and secondary sources
	Is aware of formats and sources of information available
	Identifies appropriate database or source

Determines the extent of information needed

Choose appropriate sources for needs

Narrows the search effectively and efficiently

	Uses Boolean logic to focus search (AND / OR / NOT)
	Refines search by choosing additional or new terms to limit the search to a more specific one

Extracts appropriate information

	Completes search
	Determines best method for recording or saving information

Determines the relevance, accuracy, and significance of information

	Decides if information meets the need of the problem to be solved or decision to be made
	Evaluates resource for accuracy

Integrates information into one’s own knowledge base

Takes what one has learned from the information and incorporates it into what one already knows about the topic

Synthesizes, integrates, and applies information to accomplish a specific task

Uses the information to answer questions, to apply to a problem to solve it or to help in making a wise decision

Uses information ethically and legally, demonstrating an understanding of plagiarism and fair use

	Applies fair use to information
	Avoids plagiarism

Cites sources and communicates results when appropriate

	Is able to cite sources correctly
	Uses appropriate style guides