Information Literacy @ the Bentley Library
Information is more widely available, and is being produced more rapidly, than at any other time. While students and researchers have access to more and more information, it has become more and more difficult to do accurate research and to find information effectively and efficiently.
The Association of College and Research Libraries calls information literacy "the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning." (From the ACRL site.)
This guide aims to help faculty incorporate the skills of information literacy and critical thinking into their courses, with a focus on library resources and librarian expertise. Use the tabs above to navigate to topics that interest you.
Information Literacy Program Mission and Goals
The mission of the Bentley University Library information literacy program is to facilitate students’ development as information-literate scholars, citizens, and members of the workforce, by empowering them to critically search for, use, and evaluate information.
The core information literacy concepts we have decided to focus on for undergraduates are:
- Developing a well-thought-out plan for research, and generating efficient, effective search strategies
- Identifying the most useful resources, tools, and individual sources for an information-seeking task
- Evaluating information for authority, bias, purpose, and other pertinent qualities
- Incorporating information into current knowledge base and into finished projects, including acknowledgment of others’ ideas
We will accomplish our mission by achieving the following goals:
- working with faculty to design curricula, courses, assignments, and library instruction classes that support the development of students’ information literacy abilities
- reaching students through library instruction in core academic programs such as the General Business Core and Expository Writing program
- designing instruction that meets the needs of learners where they are, including consideration of cognitive abilities, learning styles, and subject expertise
- periodically conducting needs assessments for constituencies throughout campus
- integrating the teaching of information literacy into reference interactions and consultations, tutorials, workshops, and other forms of interaction with students
- constantly improving as teaching librarians through feedback and professional development
- performing outreach and developing tools to increase students’ awareness of the value of high-quality information resources and research
We will know we are accomplishing our goals from the results of the following assessments:
- assessing student work (such as Works Cited or finished projects) to measure the impact of library instruction
- implementing formative assessment (such as quizzes or assessment of in-class presentations) to measure students’ learning
- measuring the reach of the information literacy program through library instruction and reference service statistics, integration into syllabi and curricula, and other information-gathering methods
- actively assessing librarians’ teaching by soliciting feedback from students, faculty, fellow librarians, and other teachers