Seton Hill University defines information-fluent students as those who make intelligent choices when gathering information in support of a chosen topic.
Middle States Commission on Higher Education
1919 - Middle States Commission emphasized the importance of libraries in colleges and universities
1994 - Introduced the term Information Literacy as a standard for accreditation
2000*- Association of College and Research Libraries (ACRL) published The Information Competency Standards for Higher Education
2016 - ACRL adopted the Framework for Information Literacy for Higher Education
*This document significantly influenced the task force that developed Characteristics of Excellence in Higher Education, the 2002 standards for accreditation of the Middle States Commission on Higher Education.
Information-Fluent students are able to:
The information fluency assessment rubrics developed by the librarians and the former Information Literacy Committee are used by faculty to evaluate the information fluency content of the courses they teach. The rubrics are completed as part of the program review process and when new courses are developed to ensure that information fluency is being integrated in all parts of the curriculum.
Effective research assignments offer students an opportunity to learn and practice information fluency skills. Over time these projects enable students to develop effective research strategies that often result in a commitment to lifelong learning.
Information fluency skills including basic search strategies, evaluation methods, and the knowledge of discipline-specific sources are vital in the success and development of today’s students and tomorrow’s life-long learners. An effective research assignment can provide an opportunity for students to develop these skills. Unfortunately, assignments also have the potential to confuse and frustrate students.
However, a well-designed assignment can teach students valuable research skills and improve the quality of their papers. Here are some suggestions
Set objectives and make them clear to students
Objectives help students focus on the information fluency or research skills they should learn as a result of the assignment.
The student should learn to:
Teach research strategies
Breaking down the assignment into steps will help students accomplish your stated objectives. The following might be an appropriate research strategy.
Research is a personal process that requires practice. Students benefit from opportunities to reflect on their research strategies and think critically about what they are doing.
Provide resource lists
Resource lists direct students to the most useful information sources for a particular assignment. Make sure to explain that students should go beyond the resource lists and find their own sources, as well.
Because so many reference sources are moving from print to electronic formats, you may want to check Full-Text Finder -the library's listings of print and electronic journals.
Librarians are available to meet with faculty who are designing or redesigning syllabi and research projects. This collaborative process helps to promote the University’s commitment to information literacy and provides students with specific opportunities to learn and practice effective research methods.
To schedule an in-class information fluency session, please contact your division liaison librarian.
All Composition & Culture classes should be scheduled through Kelly Clever at firstname.lastname@example.org or (724) 830-1174.
Library sessions must be scheduled at least two weeks in advance so that we can work with you to develop an effective presentation, online guide, and evaluation plan. Please provide a preferred and an alternate date.
Please be prepared to share the following information with us:
* A copy of your project or assignment, including the due date and any special requirements
* A copy of the course syllabus
* Information fluency skill suggestions such as:
- Research level—100/200 level, 300/400 level
- Information fluency skills for focus (e.g., source evaluation)
* Library resource preference—if applicable
- Specific databases
- Print collections
* Number of students in the class
* Room setup
The presence and involvement of faculty in the planning and teaching of a library session is critical for success. Students are more engaged when the instructor participates in the session.