Lesson 7: Information Literacy in the Digital Age PDF

Lesson Notes: Information Literacy in the Digital Age Lesson Title: Information Literacy in the Digital Age Objective: To understand and develop skills for effectively finding, evaluating, and using information in the digital environment. 1. Introduction to Information Literacy in the Digital Age...

Lesson Notes: Information Literacy in the Digital Age Lesson Title: Information Literacy in the Digital Age Objective: To understand and develop skills for effectively finding, evaluating, and using information in the digital environment. 1. Introduction to Information Literacy in the Digital Age Information literacy in the digital age involves effective strategies for finding, evaluating, and using information from various digital sources. Understanding the characteristics and challenges of digital information helps in navigating and utilizing it effectively. Importance:  Essential for navigating the vast amount of digital information available today.  Helps in distinguishing credible sources from misinformation.  Supports academic success, informed decision-making, and lifelong learning. 2. Integration of Information Literacy to the Library Services Library services play a key role in fostering information literacy among students, faculty, and the wider community. However, information literacy is not limited to reference and instruction activities. Library services can integrate information literacy beyond these traditional areas and into other aspects of their work and mission. 2. 1. COLLECTION DEVELOPMENT Library services can support information literacy by developing collections that reflect diverse perspectives, sources, and formats. By providing access to a variety of information resources, library services can help users develop critical thinking and analytical skills. Library services can also use collection development policies and practices to promote ethical and responsible use of information, such as citing sources, respecting intellectual property, and avoiding plagiarism. 2. 2. OUTREACH AND ENGAGEMENT Library services can promote information literacy by engaging with users and stakeholders through various channels and platforms. For example, library services can create and share online guides, tutorials, videos, podcasts, and blogs that offer tips and strategies for information literacy. Library services can also collaborate with other units and organizations on campus and in the community to raise awareness and offer workshops, events, and programs on information literacy topics. By reaching out and engaging with diverse audiences, library services can demonstrate the value and relevance of information literacy for different contexts and purposes. 2.3. ASSESSMENT AND EVALUATION Library services can improve information literacy by assessing and evaluating their own performance and impact. For example, library services can use surveys, interviews, focus groups, tests, portfolios, and rubrics to measure and analyze user satisfaction, learning outcomes, and behavioral changes related to information literacy. Library services can also use data and evidence to identify gaps, challenges, and opportunities for improvement. By assessing and evaluating their information literacy efforts, library services can ensure quality, accountability, and continuous improvement. 2.4. ADVOCACY AND LEADERSHIP Library services can advance information literacy by advocating and leading change at various levels. For example, library services can communicate and collaborate with administrators, faculty, and policymakers to integrate information literacy into curricula, standards, and policies. Library services can also participate and contribute to professional associations, networks, and initiatives that support and recognize information literacy as a core competency. By advocating and leading change, library services can influence and shape the culture and practice of information literacy in their institutions and beyond. 2.5. INNOVATION AND CREATIVITY Library services can enhance information literacy by innovating and creating new solutions and approaches. For example, library services can use emerging technologies, tools, and methods to deliver and support information literacy in novel and engaging ways. Library services can also foster a culture of innovation and creativity among their staff and users by encouraging experimentation, risk-taking, and collaboration. By innovating and creating new solutions and approaches, library services can respond and adapt to the changing information environment and needs of their users. Information literacy is a dynamic and evolving skill that requires constant learning and updating. Library services can integrate information literacy beyond reference and instruction by applying it to all aspects of their work and mission. By doing so, library services can empower their users to become informed, responsible, and active participants in the information society. 3. INFORMATION LITERACY COMPETENCY STANDARDS FOR HIGHER EDUCATION “Information Literacy Competency Standards for Higher Education” provides a framework for assessing the information literate individual. It also extends the work of the American Association of School Librarians Task Force on Information Literacy Standards, thereby providing higher education an opportunity to articulate its information literacy competencies with those of K-12 so that a continuum of expectations develops for students at all levels. The competencies presented here outline the process by which faculty, librarians, and others pinpoint specific indicators that identify a student as information literate. Students also will find the competencies useful, because they provide students with a framework for gaining control over how they interact with information in their environment. It will help to sensitize them to the need to develop a metacognitive approach to learning, making them conscious of the explicit actions required for gathering, analyzing, and using information. All students are expected to demonstrate all of the competencies described in this document, but not everyone will demonstrate them to the same level of proficiency or at the same speed. STANDARD ONE The information literate student determines the nature and extent of the information needed. Performance Indicators 1. The information literate student defines and articulates the need for information. Outcomes include: a. confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need; b. develops a thesis statement and formulates questions based on the information need; c. explores general information sources to increase familiarity with the topic: d. defines or modifies the information need to achieve a manageable focus; e. identifies key concepts and terms that describe the information need; and f. recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information. 2. The information literate student identifies a variety of types and formats of potential sources for information. Outcomes include: a. knows how information is formally and informally produced, organized, and disseminated; b. recognizes that knowledge can be organized into disciplines that influence the way information is accessed; c. identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, Web site, data set, audio/visual, book); d. identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical); e. differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline; and f. realizes that information may need to be constructed with raw data from primary sources. 3. The information literate student considers the costs and benefits of acquiring the needed information. Outcomes include: a. determines the availability of needed information and makes decisions on broadening the information-seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound) b. considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context; and c. defines a realistic overall plan and timeline to acquire the needed information. 4. The information literate student reevaluates the nature and extent of the information need. Outcomes include: a. reviews the initial information need to clarify, revise, or refine the question; and b. describes criteria used to make information decisions and choices. STANDARD TWO The information literate student accesses needed information effectively and efficiently. Performance Indicators 1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. Outcomes include: a. identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork); b. investigates benefits and applicability of various investigative methods; c. investigates the scope, content, and organization of information retrieval systems; and d. selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system. 2. The information literate student constructs and implements effectively designed search strategies. Outcomes include: a. develops a research plan appropriate to the investigative method; b. identifies keywords, synonyms and related terms for the information needed; c. selects controlled vocabulary specific to the discipline or information retrieval source; d. constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books); e. implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters; and f. implements the search using investigative protocols appropriate to the discipline. 3. The information literate student retrieves information online or in person using a variety of methods. Outcomes include: a. uses various search systems to retrieve information in a variety of formats; b. Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration; c. Uses specialized online or in-person services available at the institution to retrieve information needed (e.g., interlibrary loan/ document delivery, professional associations, institutional research offices, community resources, experts, and practitioners); and d. uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information. 4. The information literate student refines the search strategy if necessary. Outcomes include: a. assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized; b. identifies gaps in the information retrieved and determines if the search strategy should be revised; and c. repeats the search using the revised strategy as necessary. 5. The information literate student extracts, records, and manages the information and its sources. Outcomes include: a. selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments); b. creates a system for organizing the information; c. differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources; d. records all pertinent citation information for future reference; and e. uses various technologies to manage the information selected and organized. STANDARD THREE The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. Performance indicators 1. The information literate student summarizes the main ideas to be extracted from the information gathered. Outcomes include: a. reads the text and selects main ideas; b. restates textual concepts in his/her own words and selects data accurately; and c. identifies verbatim material that can be then appropriately quoted. The information literate student articulates and applies initial criteria for evaluating both the information and its sources. Outcomes include: a. examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias; b. analyzes the structure and logic of supporting arguments or methods; c. recognizes prejudice, deception, or manipulation; and d. recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information. 3. The information literate student synthesizes main ideas to construct new concepts. Outcomes include: a. recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence; b. extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information; and c. utilizes computer and other technologies (e.g., spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena. 4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. Outcomes include: a. determines whether information satisfies the research or other information need; b. uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources; c. draws conclusions based upon information gathered; d. tests theories with discipline-appropriate techniques (e.g., simulators, experiments); e. determines probable accuracy by questioning the source of the data, the limitations of the information-gathering tools or strategies, and the reasonableness of the conclusions; f. integrates new information with previous information or knowledge; and g. selects information that provides evidence for the topic. 5. The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences. Outcomes include: a. investigates differing viewpoints encountered in the literature; and b. determines whether to incorporate or reject viewpoints encountered. 6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners. Outcomes include: a. participates in classroom and other discussions; b. participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., e-mail, bulletin boards, chat rooms); and c. seeks expert opinion through a variety of mechanisms (e.g., interviews, e-mail, electronic discussion lists). 7. The information literate student determines whether the initial query should be revised. Outcomes include: a. determines if original information need has been satisfied or if additional information is needed; b. reviews search strategy and incorporates additional concepts as necessary; and c. reviews information retrieval sources used and expands to include others as needed. STANDARD FOUR The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. Performance Indicators 1. The information literate student applies new and prior information to the planning and creation of a particular product or performance. Outcomes include. a. organizes the content in a manner that supports the purposes and format of the product or performance (e.g., outlines, drafts, storyboards); b. articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance; c. integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance; and d. manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context. 2. The information literate student revises the development process for the product or performance. Outcomes include: a. maintains a journal or log of activities related to the information seeking, evaluating, and communicating process; and b. reflects on past successes, failures, and alternative strategies. 3. The information literate student communicates the product or performance effectively to others. Outcomes include: a. chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience; b. uses a range of information technology applications in creating the product or performance; c. incorporates principles of design and communication; and d. communicates clearly and with a style that supports the purposes of the intended audience. STANDARD FIVE The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. Performance Indicators 1. The information literate student understands many of the ethical, legal, and socioeconomic issues surrounding information and information technology. Outcomes include: a. identifies and discusses issues related to privacy and security in both the print and electronic environments; b. identifies and discusses issues related to free vs. fee-based access to information; c. identifies and discusses issues related to censorship and freedom of speech; and d. demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material. 2. The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources. Outcomes include: a. participates in electronic discussions following accepted practices (e.g., “netiquette”); b. uses approved passwords and other forms of ID for access to information resources; c. complies with institutional policies on access to information resources; d. preserves the integrity of information resources, equipment, systems, and facilities; e. legally obtains, stores, and disseminates text, data, images, or sounds; f. demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own; and g. demonstrates an understanding of institutional policies related to human subjects research. 3. The information literate student acknowledges the use of information sources in communicating the product or performance. Outcomes include: a. selects an appropriate documentation style and uses it consistently to cite sources; and b. posts permission granted notices, as needed, for copyrighted material. 4. DIGITAL FOOTPRINT Understanding how digital actions and information sharing affect your online presence. Managing privacy settings and being aware of data collection practices. A digital footprint, sometimes called a “digital shadow,” is the unique trail of data that a person or business creates while using the internet. 4.1. TYPES OF DIGITAL FOOTPRINTS 4.1.1. ACTIVE DIGITAL FOOTPRINT A company's active digital footprint consists of all the online activity, assets, and data it directly and intentionally controls. The active footprint contains things like:  The company's public branded content, such as websites, social media accounts, blogs, ads and other media.  Apps and online services created and controlled by the organization, including client portals and customer accounts on these apps and services.  Any internet-facing hardware or software that employees use to conduct company business, such as email accounts, cloud apps, company-owned endpoints, and employee- owned devices used on the corporate network—within or outside of the organization’s bring your own device (BYOD) policy.  Data the company owns, including intellectual property, financial data and customer records. 4.1.2. PASSIVE DIGITAL FOOTPRINT A company's passive footprint consists of online activity, assets and data that are connected to the company but not under its direct control. Passive footprints include things like:  Vendor activity and assets connected to the company network, such as third-party software packages used in company apps or endpoints that service providers use on company systems.   Shadow IT assets, which include all apps and devices used on or connected to the company network without the IT department's approval and oversight.  Orphaned IT assets that remain online even though the company no longer uses them. Examples include old accounts on social media platforms or obsolete software still installed on company laptops.  Online content produced about the company by people outside the company, such as news articles and customer reviews.  Malicious assets created or stolen by threat actors to target the company and harm its brand. Examples include a phishing website that impersonates the organization’s brand to deceive customers, or stolen data leaked on the dark web. References Association of College and Research Libraries. (2015). Framework for information literacy for higher education. https://www.ala.org/acrl/standards/ilframework Morillo, C.J.D., Kapachika, E. & Wilson, A. (2023). How can library services integrate information literacy beyond reference and instruction?. https://www.linkedin.com/advice/0/how-can-library-services-integrate-information-am0ze What is a digital footprint?. (n.d.). Retrieved from https://www.ibm.com/topics/digital-footprint