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Information Literacy Curriculum and Assessment

 

Text TBD but will include a brief description of what the updated IL Curriculum is in relation to our Information Literacy Instructional Services.  
 

Information Literacy Defined

Information literacy is defined by the Association of College and Research Libraries (ACRL) as “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.”    
 
Information literacy in the context of the University’s Jesuit educational mission is a tool by which researchers transform the world around them into a more just place through a process that includes attentiveness to their experience with information, reflective inquiry as to the meaning of those experiences, and making choices to act in response to what they’ve learned through their engagement with information.   
 
The learning outcomes of the Weinberg Memorial Library’s Information Literacy Curriculum describe the knowledge, skills, and dispositions scholars and learners at the University will develop in support of this process.  
 

Information Literacy Curriculum Learning Outcomes* 

Through engagement with the Library's course-integrated instruction and research services, outreach programming, workshops, exhibits, and services, learners will:    
  1. Consider the forms and formats of published evidence in different disciplines and contexts in order to use search systems to meet their research needs.     
  2. Reflect on their growing knowledge about their research inquiry in order to develop a search strategy.  
  3. Use the source evaluation process to seek out diverse information and differing viewpoints in order to become better informed researchers and citizens.
  4. Develop an understanding of the role of algorithms and artificial intelligence (AI) within information systems in order to critically evaluate their agency and responsibility as researchers in complex information environments. 
  5. Analyze the information contexts and needs encountered within their research in order to make use of a variety of related literacies (e.g., media, data, digital, privacy, algorithmic, etc.) in their research practices.
  6. Examine their information behaviors and practices in light of issues of information access, power, and privilege, in order to develop a critical, justice-informed approach to information use.  
 * Adopted by the Library faculty on February 4, 2025, to be in effect starting in AY2025-2026.  
 

Assessment Content/Narrative 

Text TBD but will include link to archive of previous PLOs and their assessment. 

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