SLO 3. The student applies and values user education principles in the teaching of information literacy.
Information literacy is defined as the set of abilities required to recognize when research is needed and to have the means to locate, analyze, and efficiently use the needed information (American Library Association, Association for College and Research Libraries, 2005). And to be information literate one must also be able to distinguish between fact and fiction (American Library Association, 2019). Information literacy is vital now because there is an influx of information available at our fingertips, and as librarians, we must be able to teach the true standards of information literacy to our users. To prepare me for the teaching of information literacy I first had to learn the user education principles, and I gained an understanding of those principles through my studies while at UNCG.
In the course LIS 620, I was first introduced to the power of conducting observations and needs assessments in the library. By taking a step back and conducting a library observation and needs assessment I was able to locate potential gaps in service that must be filled to better serve library users, help them reach their goals, and ensure they had high levels of information literacy. In the observation and needs assessment, one of the main gaps in service that I uncovered was that users had a desire to learn more about the library's databases and other digital resources but lacked the proper technical skills to efficiently use the available resources. Without having the proper technology skills users are more susceptible to finding and believing information that is not credible online.
In this course, I also learned the power behind a reference interview. Reference interviews are defined as "the interpersonal communication between a reference staff member and a library user to determine the information needs of the user" (Living in the Library World, 2010). Reference interviews are vital because they allow librarians to build trust with their users and receive direct input to design services to fit the individual needs of those we serve. These tools have helped me in my current role as a Teen Services Specialist at ImaginOn Library. The users that I serve are young adults who have the desire to learn more about the information that is available but often will not seek assistance on their own.
By using the strategies that I learned in LIS 620 to conduct an observation of my department and engage my users in simple reference interviews I was able to use many of my required assignments to design tools that would best serve my audience and increase their information literacy. One example of me applying what I learned to improve the information literacy skills of my users was creating database tutorials for library users. I created database tutorials for LIS 620 and LIS 623, and in both, they were geared to serve individuals who have low levels of information literacy but have the desire to learn more on their terms.
My coursework at UNCG has also taught me the importance of Lib Guides and digital curations. Lib Guides are powerful tools because they allow you to provide a library user with a trusted digital collection of resources and other information about a topic that interests them. I have been able to share many of the Lib Guides I created with my library users, and they have been able to use them when conducting research, seeking opportunities to improve their daily lives, and even for reader’s advisory.
The research tools I gained in LIS 623: Online Bibliographic Information Retrieval were some of the most beneficial tools that I gained throughout my coursework. This course better prepared me as a researcher. I learned better search tools and how to properly analyze sources for creditability. The tools I gained are vital because in my current role I am often tasked with assisting youth users with their homework assignments. By applying what I’ve learned I have been to share these research tools to teach my library users how to assess information online for creditability and validity. These tools are priceless because they are not inline strengthening my personal information literacy skills they are also equipping me with the necessary tools to teach information literacy in the library.
As a librarian, I will have an immense responsibility to strengthen the information literacy skills of those that I serve. I will teach these skills to those I serve in the library, but I will also teach these skills to those I interact with during outreach visits and in the community. Being able to readily share digital collections, Lib Guides, and trusted online tutorials will ensure that every potential user has the same opportunities to access trusted information no matter how it is delivered.
Artifacts
Database Tutorials
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Lib Guides and Digital Curations
References
American Library Association. (2019). Information Literacy. Retrieved from ALA's Literacy Clearinghouse: https://literacy.ala.org/information-literacy/
American Library Association, Association for College and Research Libraries. (2005, July 4). Information Literacy Competency Standards for Higher Education . Retrieved from The University of Arizona: http://hdl.handle.net/10150/105645
Living in the Library World. (2010, October 11). The Reference Interview. Retrieved from Living in the Library World: http://livinginthelibraryworld.blogspot.com/2010/10/reference-interview.html
American Library Association, Association for College and Research Libraries. (2005, July 4). Information Literacy Competency Standards for Higher Education . Retrieved from The University of Arizona: http://hdl.handle.net/10150/105645
Living in the Library World. (2010, October 11). The Reference Interview. Retrieved from Living in the Library World: http://livinginthelibraryworld.blogspot.com/2010/10/reference-interview.html