Adam Wheeler LIS 625-201

Information Literacy Philosophy

The ACRL (Association of College and Research Libraries) describes information literacy (IL) as the ability to recognize information needs, locate reliable sources of information, and effectively utilize information. Additionally, IL incorporates awareness of how the nature and use of information affects society. Much like learning to read, IL is developed through exposure and practice; and IL is a critical skill for self-education among individuals from a wide range of vocational and educational backgrounds. Therefore, the role of libraries in IL instruction is to guide the learning process by offering seminars which are tailored to the community’s information needs and behavior. The important role of tailored instruction requires that IL instructors implement a variety of tools to gauge the IL of their target community and assess that community’s information needs.

Library IL instruction takes place in both classroom environments and public interactions such as reference transactions. Effective implementation of institutional IL goals require staff to work beyond answering patron’s requests for information. Rather, staff should advise patrons on how to construct and carry out an effective search strategy, assess the reliability of the information located, and gauge the information’s appropriateness for the patron’s end goal. However, the primary objective is instruction on information seeking. The realization and articulation of information needs is effectively developed through exposure to the information environment while assessment of information is dependent on first locating information. As a result, the ability to effectively search for information is foundational to developing other IL competencies. The complexity and quantity of databases and e-resources necessitates frequent assistance from library professionals to ensure that the library’s community can effectively locate and utilize the information available.

Though libraries offer numerous tools to help patrons locate information, the complexity and non-normalized interfaces of e-resources often require at least a brief introduction from library staff. Additionally, e-resource complexity is a considerable barrier to early stages of IL because it quickly leads to information overload in inexperienced searchers. As a preventative measure, IL instructors must limit lessons to digestible portions of information regarding databases with similar search interfaces. However,

Adam Wheeler LIS 625-201

individuals who have attained sufficient IL knowledge can effectively access and learn to utilize new information resources as they are needed. Self-sufficiency in the information environment is the ultimate goal of IL and should be what a library strives to bring their community.

Libraries should particularly strive to deliver quality IL instruction in addition to searching aids because effective education enables patrons to become autonomous searchers. That autonomy allows individuals to guide their own education and critically analyze information without real or perceived bias from peers. Vulnerable groups such as LGBT youth either may not have mentors to consult with or may fear social stigmatization which impedes the learning process. In the case of such groups, IL grants the freedom to autonomously access and utilize information thus reducing real or perceived risks and maximizing learning potential.

Growing up LGBT has made me pointedly aware of the benefits individuals can gain from IL. During my high school education, I was permitted to take college courses and began visiting the university library where I found resources which allowed me to explore my identity in a safe environment. This newfound educational freedom is what led me to pursue a library career and is why I endorse IL instruction. My aim is to bring an even higher level of educational freedom for the public by teaching them how gain the most benefit from the resources supplied by libraries and other information venues.