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.
The mission of the Bentley University Library information literacy program is to ensure that graduates of Bentley University are information-literate; that students are able to recognize the need for, successfully find, critically evaluate, and ethically use information as scholars and later as citizens and members of the workforce.
Based on the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education, Bentley reference librarians will focus on the following core concepts and outcomes in research instruction to meet its goals:
1. Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry.
a. Identify a need for information to effectively research a topic.
b. Formulate questions based on information gaps and/or on reexamination of existing, possibly conflicting information.
c. Understand the different types and formats of information sources and demonstrate sound judgment in the selection of those sources.
2. Searching as Strategic Exploration
Searching for information requires the evaluation of a range of information sources and the ability to pursue alternate avenues as new understanding develops.
a. Develop an effective search strategy to access needed information.
b. Utilize divergent (e.g. brainstorming) and convergent thinking (e.g. selecting the best source) when searching.
c. Demonstrate the ability to navigate relevant information resources.
d. Effectively document and organize research processes and results.
e. Refine needs and search strategies as necessary, based on previous search results.
3. Authority is Constructed and Contextual
Information resources reflect their creators’ expertise and credibility, and should be evaluated based on the need and context in which the information will be used.
a. Apply appropriate criteria to information sources to assess the reliability, relevance, authority, and accuracy of information.
b. Critically evaluate the creators of sources, including tone, subjectivity, and biases and consider how these relate to the original purpose(s) and audience(s) of the source.
4. Information Has Value
Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world.
a. Demonstrate an understanding of intellectual property (including copyright requirements), information security and privacy, and ethical use of information.
b. Acknowledge the original ideas of others through proper attribution and citation.
c. Understand that legal, social, and economic interests impact information production and dissemination.
5. Information Creation as a Process
The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
a. Understand that the format and delivery method impact the message conveyed.
b. Create new insights using tools and resources appropriate for the topic and audience.
c. Participate effectively and ethically in communities of discourse to achieve shared goals and values.
6. Scholarship as Conversation
Scholars and researchers engage in discourse, providing new ideas from a variety of perspectives and interpretations.
a. Contribute to scholarly conversation through guided discussion, institutional publications, and presentations.
The Bentley Library Information Literacy Program Mission & Goals were revised in April 2021.