Albin O. Kuhn Library & Gallery

What is Information Literacy? Information literacy is defined as the ability to access, evaluate, and use information from a variety of sources. The Association of College and Research Libraries (ACRL) has developed five information literacy standards, with accompanying performance indicators, and outcomes that can be used for benchmarking purposes and in program development.

The information literate student:

• S1. determines the nature and extent of the information needed;
• S2. accesses needed information effectively and efficiently;
• S3. evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system;
• S4. uses information effectively to accomplish a specific purpose; and
• S5. understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.[1]

What does this mean for UMBC? Library staff at UMBC believes that current campus planning and the University System of Maryland's Board of Regents (BOR) Technological Fluency mandate establish that the time is right to develop and implement an information literacy program in the context of outcomes assessment. It is believed that this effort will be most successful by using the above mentioned Standards, and teaching faculty/staff cooperation. The latter is key to program success. Recent research indicates that the relationship between the faculty and all students is critical in academic success, information literacy development, and retention at all levels.[2]

Information Literacy at UMBC. The following goals have been identified for UMBC's information literacy program:

• To foster an awareness of the role of information literacy in lifelong learning to the University community (and beyond);
• To promote the integration of information literacy skills into the curriculum via collaboration between faculty, administrators, librarians, and students;
• To develop and foster a collaborative relationship with other colleges/universities on programs of information literacy, sharing and developing ideas and resources;
• To design intervention strategies for students/classes to facilitate the achievement of desired competencies of information literacy;
• To develop a survey instrument, based on the ACRL Standards, that assesses baseline information literacy levels in students at UMBC;
• To develop models and methods for the delivery, implementation, and communication of information literacy program initiatives (i.e., Faculty Awareness, etc.).

• UMBC Information Literacy Taskforce Members
  • Jessame Ferguson, Head of Circulation and Media, Acting Head of Reference
  • Uta Hussong, Reference and Instruction Librarian
  • Simmona E. Simmons, Services Development and Special Projects Librarian
  • Katy Sullivan, Reference and Instruction Librarian

Assessment. Assessment and the development of the information literacy survey are a significant part of the information literacy program. Keeping that in mind, specific goals have been identified for information literacy assessment at UMBC:

• To gather baseline data on information literacy skills of UMBC students;
• To use the data gathered to assist in the development of an information literacy program for students, faculty, and staff at UMBC.

Survey Implementation

The Information Literacy Survey will be administered in the fall of 2003. It will assess incoming freshmen and other students in core and select courses in the following disciplines:

• Biology
• Computer Science and Electrical Engineering
• English
• History
• Psychology

In addition to the assessment the Task Force will be developing and promoting the Faculty Awareness Project, to promote information literacy awareness, assist faculty, and provide support for integrating information literacy standards, objectives, and competencies into the classroom and across the curriculum at UMBC.

The Information Literacy Task Force believes that focusing Information Literacy Awareness efforts on Faculty will greatly benefit students. To that end, additional material has been developed for faculty to use in campus initiatives including the First Year Success Course. This material is also recommended for use in the First Year Seminar courses as well.

Information Literacy Program Development

Progress Accomplished

For more information about Information Literacy at UMBC and how you can help in this effort; or if you would like to be placed on an electronic Mailing List--infolit@umbc-- for information literacy program development updates, please contact the Information Literacy Taskforce.

References

1. Association for College and Research Libraries, “Information Literacy Competency Standards for Higher Education: Standards, Performance Indicators, and Outcomes” (on-line) http://www.ala.org/acrl/ilstandardlo.html (Accessed 02/04/02).
2. See L. E. Zaporozhetz. (1987). “The dissertation literature review: How faculty advisors prepare their doctoral candidates.” Unpublished doctoral dissertation, University of Oregon, Eugene, OR.; T. Y. Neely. (2000). “Aspects of information literacy: A sociological and psychological study.” Unpublished doctoral dissertation, University of Pittsburgh; J. Manis, S. Frazier-Kouassi, C. M. Hollenshead, & D. Burkam. (1993). A survey of the graduate experience: Sources of satisfaction and dissatisfaction among graduate students at the University of Michigan. Ann Arbor, MI: The Center for the Education of Women, The University of Michigan.