Information literacy refers to skills and strategies necessary for accessing, evaluating, organizing, transforming, and transmitting information. The teaching of information literacy competencies needs to be part of the university curriculum's content, structure, and sequence. Students need instruction in information literacy competencies throughout their academic career. They need to have repeated opportunities for seeking, evaluating, and managing information gathered from multiple sources and discipline-specific research methods. Unfortunately, students graduating from colleges and universities are often not given sufficient instruction in these important competencies.
Incorporating information literacy into academic programs requires the collaborative efforts of the teaching faculty, librarians, and administrators. This study crosses traditional disciplinary boundaries in order to suggest a model of closer collaboration between library faculty and teaching faculty from across the disciplines. The following topics are discussed: definitions and approaches to information literacy; desired learning outcomes and assessment; barriers to achievement of desired learning outcomes; strategies to overcome barriers through integration of information literacy standards into curriculum and accreditation standards; collaboration of teaching faculty with librarians in embedding information literacy into courses; examples of successful implementation and collaboration between teaching faculty and librarians; and a plan for an information literacy program at an institution of the same size as Texas A&M University-Kingsville.
|School||TEXAS A&M UNIVERSITY - KINGSVILLE|
|Subjects||Library science; Rhetoric; Information science; Curriculum development|
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