Bridges to the Future!

Teaching Information Literacy across Disciplines and Standards Information Literacy Crosswalks among K-12 grades, vocational technical colleges, colleges and universities, and the workplace
AASL Standards for the 21st-Century Learner (2007): http://www.ala.org/aasl/stan dards-guidelines/learningstandards Learners use skills, resources, and tools to: Inquire, think critically, and gain knowledge ACRL Information Literacy Competency Standards for Higher Education (2000): http://www.ala.org/acrl/standards/informationliteracyc ompetency AASL and Common Core Standards Crosswalk Writing Standards for Literacy in History/Social Studies, Science & Technical Subjects (2011): http://www.ala.org/aasl/guidelinesandstandards/commoncorecro sswalk/write-history-scitech Learners use skills, resources, and tools to: 1.1.4 Find, evaluate, and select appropriate sources to answer questions. To know how and where to find information online and elsewhere, without much guidance Project Information Literacy (2012): Baseline Information Competencies Needed at the Recruiting Stage (What Do Employers Expect from College Hires?) http://projectinfolit.org/pdfs/PIL_fall2012_workplaceStudy_FullRepor t_Revised.pdf

An information literate individual is able to: Determine the extent of information needed

Access the needed information effectively and efficiently

1.4.3 Monitor gathered information and assess for gaps or weaknesses.

To use a search strategy that goes beyond Google and finding an answer on the first page of results, and to use multiple types of resources including people, annual reports, in-house databases, etc.

Evaluate information and its sources critically

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.

Need to approach information problems with patience and persistence. Speed of retrieval was not as important as depth and completeness of research. Need to see the patterns and connections that emerge from their research.

Incorporate selected informati on into ones knowledge base Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Share knowledge and participate ethically and productively as members of our democratic society Pursue personal and aesthetic growth Use information effectively to accomplish a specific purpose

Use a wide variety of information sources and various formats company reports, manuals, books, phone directories, photographs, institutional knowledge and other employees To articulate a best solution and conclusion from all that was found

Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally

2.3.3 Use valid information and reasoned conclusions to make ethical decisions.

The report did not address how information is to be presented once research was completed.

3.3.4 Create products that apply to authentic, real-world contexts.

Kansas Library Conference, October 9, 2013, Topeka, KS Janet Anderson-Story, Mirah Dow, Cynthia Kane, and Carmaine Ternes