The Lede: Why Information Literacy Matters to Faculty
Many faculty members can easily assume that the ease with which students use SnapChat or gaming indicates a similar ease with other applications, as well as skills in finding and using information. This easy assumption can lead to a set of mis-matched faculty expectations and student realities, misunderstandings that can inadvertently require far more class time than faculty had allotted. Some faculty report a sense of repetitive explanations to student after student, and believe they have witnessed a genuine decline in writing and reasoning ability.
Information literacy matters to faculty members –more skillful students can write better papers, make more articulate classroom presentations, and avoid common mistakes, mis-attribution, and unintentional plagiarism. The Library has recently begun to implement a wide range of modules and materials to teach elements of information literacy. Why? –because supporting teaching and learning is the Library’s primary goal. The short video below (4’40”) explores common erroneous assumptions about students’ abilities to seek and use information. It explains why and how instructors and librarians can work to improve student learning and save instructional time, as well as improve the pleasure teachers can take in their teaching. Librarians and faculty working together can ensure students’ growing information literacy skills will foster success with lifetime learning, and be better-informed citizens and consumers.
Image: Courtesy of The Open University, Milton Keynes, UK
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