Introduction. Association for College and Research Libraries. (2000). Information literacy competency standards for higher education. Chicago: ACRL.

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1 Information Literacy Standards for Graduate Students in Education Introduction Universities recognize the need to develop graduate student skills beyond those conventionally taught within disciplinary programs. One area that is not formally supported is information literacy development. The concept of information literacy has changed significantly since its original definition in 1989: a set of skills requiring the ability to recognize when information is needed and have the ability to locate, evaluate, and effectively use the information (ALA, 1989). Twenty-first century skills include navigating and deciphering endless resources in new formats across new mediums, managing their storage and documentation, and dynamically re-creating, communicating, and sharing what is learned from that information. A review of graduate student academic support needs at Queen s (Queens Learning Commons, 2009) identified information literacy skills that are not part of regular coursework. These include learning about information tools for keeping current; publishing research; conducting a literature review; searching for information in a field; organizing and storing research resources; and managing citations. Some of these are incorporated into the Queen s Expanding Horizons workshop series based on the Canadian Association for Graduate Studies framework to prepare graduate students for their future roles. The Queen s University Academic Plan (2011) describes inquiry-based curriculum as the key to promoting deep learning and a means for promoting a set of academic skills that are fundamental to this process: critical reading; effective writing and communication; numeracy; inquiry; critical thinking; problem solving; information literacy; academic integrity; effective collaboration; and intercultural literacy. Inquiry-based courses enable graduate students to develop their teaching skills where they enable learning in undergraduate classrooms. As they evolve their own research competencies, their teaching appointments will also include mentoring students in their research assignments. Given the directive to set learning expectations at the Faculty of Education and the need to meet information literacy needs of graduate students, the Education Library proposes the following learning goals and outcomes. This outline is based on outcomes identified under five information literacy standards in the Information Literacy Competency Standards for Higher Education by the Association for College and Research Libraries (ACRL, 2000). American Library Association. (1989). Presidential Committee on Information Literacy: Final report. Chicago: American Library Association. Association for College and Research Libraries. (2000). Information literacy competency standards for higher education. Chicago: ACRL. Queen s Learning Commons Service Team. (2009). Report on the assessment of graduate students academic support needs. Prepared for the Vice-Principal Academic. Queen s University Academic Planning Task Force. (2011). Queen s University Academic Plan. Prepared by Cory Laverty, Education Library 1 I nformation Literacy Standards for Graduate Students in Education February 2012

2 Standard 1 1. The information literate student defines and articulates the need for information. Determine the extent of information needed. a. Explores introductory information sources such as handbooks to increase familiarity with the research history, issues, and key authors in the field. b. Identifies key concepts and controlled vocabulary in order to maximize relevant result sets in database searches. 2. The information literate student identifies a variety of types and formats of potential sources for information. a. Describes how information is formally and informally produced, organized, and disseminated in order to construct a mental framework of our current information landscape (e.g. grey literature in ERIC). b. Describes how different forms of information are disseminated within a discipline in order to identify the best access methods to retrieve that form of information (e.g., multimedia, database, website, data set, audio/visual, book). c. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical, data vs. statistics, primary vs. secondary). d. Broadens the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound; searching catalogues across Canada and the world). 3. The information literate student considers the costs and benefits of acquiring the needed information. a. Identifies the availability and format of needed resources in order to determine which materials cannot be accessed at the local institution. b. Defines a realistic overall plan and timeline to acquire the needed information. 2 I nformation Literacy Standards for Graduate Students in Education February 2012

3 Standard 2 Access the needed information effectively and efficiently. 1. The information literate student selects the most appropriate investigative methods and information retrieval systems for accessing the needed information. a. Investigates the scope, content, and organization of information retrieval systems in order to select a tool that suits information needs for their research and their discipline. b. Identifies the principles of effective searching within education databases in order to refine search techniques. 2. The information literate student constructs and implements effectively-designed search strategies. a. Identifies keywords, synonyms and related terms for the information needed in order to focus information search strategies and maximize relevant search results. b. Applies controlled vocabulary taken from subject headings and/or a thesaurus in order to focus searches based on the terminology used in a specific discipline. c. Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines) in order to maximize relevant search results. 3. The information literate student retrieves information online or in person using a variety of methods. a. Compares the strengths and weaknesses of research tools in order to maximize the identification of relevant resources. b. Applies various classification schemes and other systems (e.g., call number systems or indexes) in order to locate information resources within the library or to identify specific sites for physical exploration. c. Uses specialized online or in person services available at the institution in order to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources). 4. The information literate student refines the search strategy if necessary. a. Assesses the quantity, quality, and relevance of the search results in order to determine whether alternative information retrieval systems or investigative methods should be utilized. 3 I nformation Literacy Standards for Graduate Students in Education February 2012

4 b. Identifies gaps in the information retrieved in order to determine if the search strategy should be revised. 5. The information literate student extracts, records, and manages the information and its sources. a. Investigates methods for organizing information (e.g. USB key, computer/paper folders, citation management software) in order to systematize how the information is stored (e.g. online/print text, data sets, images, multimedia). b. Differentiates elements of citations representing diverse sources (government documents, articles, chapters, books, theses, etc.) in order to locate and record resources on a bibliography. c. Adopts citation management software appropriate for the discipline and research need in order to record pertinent resource information for future reference. Standard 3 1. The information literate student articulates and applies initial criteria for evaluating both the information and its sources. Evaluate information and its sources critically and and incorporates selected information into his or her knowledge base and value system a. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias b. Applies established evaluative criteria in order to determine if information sources reveal features of prejudice, deception, or manipulation. c. Selects sources that are appropriate to provide a review of the literature in the area of study. 2. The information literate student determines whether the initial query should be revised. a. Describe/map the steps in the research process before and after the session in order to identify alternate/new approaches and search patterns. b. Review information retrieval sources used in order to expand to include others as needed. 4 I nformation Literacy Standards for Graduate Students in Education February 2012

5 Standard 4 Individually or as a member of a group, uses information effectively to accomplish a specific purpose. 1. The information literate student applies new and prior information to the planning and creation of a particular product or performance. a. Maintain a journal or log of activities related to the information seeking, evaluating, and communicating process in order to identify successful and unsuccessful research strategies for future application. b. Manipulate digital text, images, and data, as needed, in order to transfer them from their original locations and formats to a new context. c. Reflect on past successes, failures, and alternative strategies in order to build on existing research strategies. Standard 5 Graduate student Information Literacy Knowledge and Skills 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. 1. The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology. a. Distinguishes between Open Access and fee-based resources in order to access the needed material in an appropriate and efficient manner. b. Acknowledges all print, digital, and multimedia sources in their writing or presentations in order to comply with copyright law in Canada. 2. The information literate student acknowledges the use of information sources in communicating the product or performance. a. Selects an appropriate documentation style in order to cite sources consistently and accurately. 5 I nformation Literacy Standards for Graduate Students in Education February 2012