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In 2015, the Association of College & Research Libraries proposed the Framework for Information Literacy for Higher Education which consists of a six pronged framework:
Authority Is Constructed and Contextual
Information Creation as a Process
Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
The Framework provides us with the guiding concepts of our information literacy program while giving us the flexibility to develop lessons and learning outcomes that best suit our local curricula. Library faculty teach these underlying concepts, dispositions, and skills to foster students' ability to think critically and acknowledge their role in the production and dissemination of knowledge. This built on the earlier version by the American Library Association as the "ability to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information," information literacy is now defined more broadly as a constellation of understandings related to how knowledge is created, disseminated, and understood (1989).
Library faculty provide information literacy instruction at numerous skill levels. These include the fundamentals, such as demonstrating library services (off-campus access and borrowing resources from other libraries); the basics of catalog and database searching; and how to cite properly, which may include the use of free or subscription-based citation management software. Our sessions also cover more advanced topics such as how to improve catalog and database research techniques and how to approach the evaluation of search results, including peer reviewed articles and websites. Faculty are also welcome to work more closely with library faculty to develop more tailored sessions that will meet the specific needs of their curricula.