Our team established the panel as our designated discussion board on libraries and instruction.
“From the Institute of Museum and Library Services initiate ‘Museums, Libraries and 21st Century Skills’ to the information literacy standards and training programs developed by the American Association of School Librarians and the Association of College and Research Libraries, to the thousands of workshops, sessions, and classes offered annually by libraries around the world, the educational role of the librarian is no longer in question. Instruction is a fundamental function of librarianship. Rare is the reference librarian, bibliographer, or even cataloger who does not have responsibility for staff or user education” (Lisa Janicke Hinchliffe in Reference and Information Services, p. 221)
“A librarian should be so much more than a keeper of books; he should be an educator . . . No such librarian is fit for his place unless he holds himself to some degree responsible for the library education of the students. They are generally willing to take advice from him; he is responsible for giving them the best advice. It is his province to direct very much of their general reading; and especially in their investigation of subjects, he should be their guide and friend. I sometimes think students get the best of me when they inquire about subjects that I know least about. They learn how to chase down a subject in a library. They get some facts, but especially a method. Somehow I reproach myself if a student gets to the end of his course without learning how to use a library. All that is taught in college amounts to very little; but if we can send students out self-reliant in their investigations, we have accomplished very much” (Otis H. Robinson in “Proceedings: First Session,” American Library Journal 1 (1876); 123-24.).
“In order to assist individuals in the independent information retrieval process basic to daily living in a democratic society, the American Library Association encourages all libraries to include instruction in the use of libraries as one of the primary goals of service. Libraries of all types share the responsibility to educate users in successful information location, beginning with their childhood years and continuing to education process throughout their years of professional and personal growth” (From the “ALA Policy Manual,” section 52.6).
The Nine Information Literacy Standards for Student Learning
Standard 1: The student who is information literate accesses information efficiently and effectively,
Standard 2: The Student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
(From Information Power: Building Partnerships for Learning, pp. 8-9, by American Associations of School Librarians and Association of Educational Communications and Technology)
Information Literacy Competency Standards for Higher Education
Standard 1: The information literate student determines the nature and extent of the information needed.
Standard 2: The information literate student accesses needed information effectively and efficiently.
Standard 3: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Standard 4: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
Standard 5: 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.
(From Information Literacy Competency Standards for Higher Education. Association of College and Research Libraries)
The Standards for Proficiencies for Instruction Librarians and Coordinators
- Administrative ability
- Assessment and evaluation skills
- Communication skills
- Curriculum knowledge
- Information literacy integration skills
- Instructional design skills
- Leadership skills
- Planning ability
- Presentation skills
- Promotion skills
- Subject expertise
- Teaching Skills
(From the ALA/ACRL Instruction Section. Available at http://www.ala.org/ala/mgrps/divs/acrl/standards/profstandards.cfm)