Welcome to the ILTA Faculty Workshop! This workshop was designed to offer support to faculty members who have or are considering teaching courses tagged with the Information Literacy and Technological Agility (ILTA) Shared Competency. During the workshop, participants will:
Workshop Agenda
9:00-9:30 - Welcome & Introductions
9:30-10:15 - What is Information Literacy? What are the ILTA Shared Competency & rubric?
10:15-10:30 - Break
10:30-12:00 - How do students demonstrate their learning of ILTA?
Link: ILTA Rubric Practice
12:00-1:00 - Lunch (Spector Room, Bird 608)
1:00-1:30 - Group work: Subject liaisons & faculty assignment sharing
1:30-2:00 - Independent work on aligning assignment with the ILTA rubric
2:00-2:15 - Break
2:15-2:45 - More independent work on assignments
2:45-3:00 - Wrap up, assessment, and next steps moving forward
Link: Session feedback form
Faculty
Librarians
Information Literacy, as defined by the American Library Association, is "the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning."
As a guide for librarians, instructors, and institutional partners, the Framework for Information Literacy for Higher Education, approved by the Association of College & Research Libraries (ACRL) in 2016, six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions:
Authority Is Constructed and Contextual: Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
Information Creation as a Process: Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences
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. Legal and socioeconomic interests influence information production and dissemination.
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 in any field.
Scholarship as Conversation: Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.
Searching as Strategic Exploration: Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.
The information literacy framework is also available as an infographic series.
The Association of College & Research Libraries (ACRL) also released companion documents to their Framework for Information Literacy in Higher Education tied to specific disciplines:
Feel free to explore the many videos and interactive tutorials available through SU Libraries. While many of these resources have been developed in-house and are specific to SU Libraries, we also offer a wide variety of Credo videos and tutorials that address the research process more broadly.