Guide to research for Traditions and Cultures 103: The Making of American Cultures, a General Education course at the University of Arizona.

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Contents of the standard: Information Literacy Defined; Information Literacy and Information Technology; Information Literacy and Higher Education; Information Literacy and Pedagogy; Use of the Standards; Information Literacy and Assessment; Standards, Performance Indicators and Outcomes; Appendix I: Selected Information Literacy Initiatives; Developers of the Information Literacy Competency Standards

In this paper, we described a study carried out to investigate whether the incorporation of information literacy standards explicitly in the learner outcomes of Project Work helped students build and achieve a high level of information literacy. In this study, the students self-assessed their acquisition and development of the information literacy competencies through the use of a five-scale Likert survey. Their reflections of the research experience were also analyzed. In addition, the teachers rated their stu-dentsâ achievement levels through the use of a rubric. Findings revealed that students attained a rela-tively good level of competency, extracted relevant information, synthesized the main ideas to construct new knowledge and seemed to concur with teachersâ perceptions of the studentsâ abilities to access, evaluate and use information more effectively.

This is a reprint of a paper (29 pages) published in the Journal of Documentation, 2001. The concepts of â information literacyâ and â digital literacyâ are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, internet literacy and hyperliteracy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of â literacyâ , which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead to general concepts, such as information literacy and digital literacy, which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills-based literacies.

This proposal was not funded by NSF-NSDL. Many professional organizations (ALA ACRL Instruction Section, ALA ACRL STS, CNRI, LOEX, SLA) database publishers (DIALOG), leaders such as Bonnie Gratch (Lindauer), editor of Research Strategies Lisa Janicke, and NSDL initiatives ASKNSDL VRD and HEAL agreed to work with us. Their support for this proposal was awesome and much appreciated. / This is a proposal submitted to the 2003 NSF NSDL solicitation. DLISTConnection will develop and evaluate an information and technology literacy (ITL) service in support of science and health literacy by 1) federating training materials, software documentation, and similar learning objects not systematically collected and described in the NSDL and 2) designing, implementing, and assessing a controlled vocabulary for existing ITL standards by aligning them with science and health literacy benchmarks. Further, DLISTConnection will develop rights management policies to facilitate harvesting and use of diverse learning objects by applying selected rights elements Evaluation will include NSDL testbeds and an informetric analysis of the effectiveness of the metadata for standards and rights. Two new communities, ITL professionals and Native Americans will be involved. DLISTConnection thus builds a foundation for the NSDL goal of science literacy by providing current and new audiences of end-users and collections providers with four innovative yet essential services: 1. addition of health sciences-specific ITL learning objects to the NSDL; 2. availability of crosswalks connecting ITL standards to science and health literacy benchmarks and the mapping of those standards and benchmarks to the learning objects; 3. access to intellectual property rights metadata to facilitate re-use and re-purposing of learning objects; and 4. application of citation indexing and analysis to learning objects.

This is the first part of a report of an investigation on Information Literacy (IL) among final year students in six Malaysian universities in the Klang Valley. The study attempts to measure studentsâ IL competency in key areas, namely, the ability to identify, access, retrieve, evaluate, and organise needed information to achieve certain purposes. A self-administered questionnaire was used as the instrument for data collection, conducted during August and September 2005. Respondents comprised students from 3 main fields, i.e. Science and Technology, Social Science and Humanities, Business and Accountancy. A total of 1,100 responses are used for data analysis. Scores are assigned for identifying levels of competency as: 0 = wrong answer, 1=beginner, 2=intermediate and 3=advanced. Results of the analysis reveal that half (50.1%) of the respondents are at the intermediate IL level while more than one-third (38.4%) are beginners, and slightly more than ten percent (11.5%) can be categorized as at the advanced competency level. Respondents with higher competency levels are those who frequently read materials in English, use the Internet to download programs / software, search databases for aca-demic materials, use the library to read academic journals and discuss academic matters, compared to those who go to the library for other reasons such as to borrow books, meet friends or study. Compulsory information skills courses are found to be related to competency levels, but this relationship is not statistically significant. There is no significant difference in the competency level between those who are currently writing a thesis and those who are not. However, there is a significant difference in IL competency between those who have written assignments in an essay format and those who have not.