Information Literacy refers to a combination of both
information skills and information concepts.
In 2014 the Associate of College and Research Libraries released the Framework for Information Literacy, replacing the more skills focused Standards for Information Literacy for Higher Education. In response, the Mason Library faculty revised their instruction model by moving their primary focus toward learning models that provide opportunity for high-impact practices including the development of academic courses (Information Studies minor), support services initiatives, and other projects that provide meaningful academic and co-curricular learning experiences.
The new Framework rephrases and expands the narrow definition and parameters of information literacy from a set of skills to a definition that recognizes the varied manifestations of what information literacy means across disciplines and individuals. The information environment is increasingly participatory where individuals are no longer simply consumers of information but are increasingly collaborative creators and producers of information. The Framework rests upon threshold concepts and frames information literacy as a metaliteracy, recognizing the complexities of a dynamic and participatory information environment.
Furthermore, the Framework highlights trends in higher education such as integrative learning, collaborative projects, undergraduate research, and other high impact practices, and calls upon the community of information professionals to engage in these practices to increase student understanding of the processes of scholarship and knowledge creation, and information development and impact on self and society. The Mason Library’s academic courses in the Information Studies minor and the Research & Information Literacy Support Services respond to this call by broadening students’ opportunities to develop information literacy and deepening the learning experience of students interested in information studies and digital culture.
Integral to a students’ academic, co-curricular, and employment pursuit is the need to engage with and communicate information. The Mason Library faculty develop students’ information literacy and address threshold concepts articulated in the new Framework for Information Literacy by focusing efforts in two areas of curricular development:
1) Academic courses (primarily in the Information Studies minor; library faculty also contribute ITW courses)
2) Research and information literacy support services and initiatives
The library’s efforts address the need for students to understand, navigate within, and critically think about, the fragmented, complex information environment. The courses and initiatives support the college’s mission to prepare students to “think critically and creatively, to engage in active citizenship, and to pursue meaningful work” and the Mason Library’s mission to provide “information literacy instruction and resources to facilitate learning.”
Furthermore, the library faculty engage in high-impact teaching practices and develop meaningful teaching and learning experiences with students. Library faculty contribute to the college curriculum with unique courses and opportunities that allow students to engage in research and information studies on a significant and deeper level than the previous skills-based workshop model allowed for. In addition, the library faculty instruction efforts contribute to the development of students’ critical thinking, reading, writing, communication, and technological skills.
The library’s minor in Information Studies (approved by the KSC Senate in December 2014) focuses on understanding the complex information environment and the qualities of interactions between people, information, and information technology. The courses prepare students to understand how information is produced, shared, and preserved. Students are able to navigate the information environment, participate as producers of information, and utilize information technology while recognizing the ethical, legal, and democratizing impact that information has on their person and society. (link to full description and rationale)
This minor, along with the Research & Information Literacy Support Services broaden students’ opportunities to develop information literacy and deepen the learning experience of students interested in information studies and digital culture. The courses are open to students from any major. In addition library faculty teach related topics as Integrative Thinking & Writing (ITW) courses (such as an ITW course theme “Banned!” which is about banned books, particularly children’s and juvenile literature) and within the Integrative Studies general education program. Furthermore, in collaboration with other departments the courses could contribute to minor or major programs that would benefit from concentrated study of the information environment and the expertise of library and information science faculty.
The minor's program objectives are grounded in the Association of College & Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education.
Core Courses* (full descriptions)
*We anticipate adding to the list of courses so that there are electives offered within the minor that will allow students to adapt the minor to complement their major course of study. IIINFO110 and INFO310 would remain as the two required courses.
Draft of future course ideas/special topics
Information Literacy is one of the intellectual skills outcomes of the general education program, the Integrative Studies Program (ISP).
In addition to explicit IL outcomes in the foundation courses of the ISP, some major and minor programs have information literacy concepts listed as outcomes and many assignments include expectations that students develop and utilize information literate thinking and processes.
The library faculty help develop students’ information literacy across the curriculum by providing significant levels of support, in a variety of models, to students, faculty, and professionals in pursuit of information and the academic endeavor. Support efforts may be primarily led by library faculty, but inclusive of participation of library staff and student workers. The library faculty seek out and aim for collaborative relationships to further initiatives and address needs on campus.
The Research Fellows program aims to provide peer-to-peer student support for research and information needs. Research Fellows gain invaluable skills in information search processes, peer mentorship, communication, technology troubleshooting, and the use of a variety of social and academic technologies. The Fellows program supports students seeking to connect their academic interests with employment opportunities on campus. Fellows provide drop-in workshops for peers or in-course workshops demonstrating various information skills. Fellows provide research service at the Library’s Information Desk. Library faculty provide on-going support and training and serve as mentors to the Research Fellows. In addition, departments can utilize the Research Fellows program training to prepare students to serve as Teaching Assistants or research mentors within academic departments (arranged with Elizabeth Dolinger, Information Literacy Librarian). Students who serve as a Research Fellows gain invaluable job skills in research, technology, communication, and group/team work and develop deep information literacy.
Primary Source Literacy (PSL) is a set of critical skills required to conduct research using primary sources. The Primary Source Literacy curriculum provides a high-impact learning opportunity where students engage in the use of primary sources and the special collections of the Library. PSL is a significant branch of the Mason Library’s instruction efforts.
Introduction to Research in College: Beyond Google (2 credits – to be proposed as a KSC course (?))
This course provides students foundational skills for academic research. Focused on the literature review, the course covers searching for information in a variety of formats, evaluating information, the ethical use of information and creating citations and bibliographies. The library faculty provide this 200 or 300 level course connected to the curriculum of a specific department and used to prepare students for a major project.
Prime Suspects, Primary Sources: Critical Research Skills for Using Archives & Special Collections (2 credits – to be proposed)
This course develops student’s research and investigative skills for using primary sources. Students delve into the cultural importance of preserving primary sources. This course is offered by the library’s Archivist, connected to the curriculum of a specific department. The course provides opportunity for students to use primary sources in a directed research project or creative production.
The library faculty aim to engage faculty and students with the library, its services, and resources. These efforts are often broader in scope and intention than developing students information literacy.
These efforts include:
For questions about Information Literacy at Keene State College contact:
Elizabeth Dolinger, Information Literacy Librarian, Department Chair of Library
edolinger@keene.edu
(603)358-2749
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