Towards information fluency: applying a different model to an information literacy credit course

Abstract

This article examines information literacy, critical thinking, and computer literacy in higher education and discusses the application of the information fluency model, created by the Associated Colleges of the South, to the Purdue University Libraries one-credit information literacy course, GS 175 Information Strategies. Design/methodology/approach The case study has a two-part focus. The first examines information literacy, critical thinking, and computer literacy in higher education through a review of the literature. The second part discusses the pilot GS 175 Information Strategies course, shows how the information fluency model was applied, and analyzes the overall success of the pilot. Findings Today, employers and professors expect graduates and students to exhibit critical thinking, analysis, research, and technology skills at a fairly high level. Universities are responding with a more rapid integration and adoption of technology and creating a higher emphasis on information use and retrieval. Increasingly, student research projects are being displayed, presented, and contained in a variety of formats. Library instruction programs and courses need to evolve and adapt to these changes as shown through the successful modification of the GS 175 Information Strategies course. Practical implications The article provides ideas and concepts for enhancing the critical thinking and technology components of an information literacy course or program as well as touches on what to avoid when modifying assignments and projects. Originality/value The application of the information fluency model is a fairly new model to the library profession. This case study shows one way information literacy credit courses can be modified to accommodate the changing educational landscape and the expectations of Generation Y. It can Postprint for Sharkey, Jennifer. "Towards Information Fluency: Applying a Different Model to an Information Literacy Credit Course." Reference Services Review 34.1 (2006). be used by instruction librarians and their faculty partners to explore alternatives to their current instructional programs.

Assessment of staff ICT literacy competence in Nigerian federal university libraries

“…A closely related concept is information fluency. According to Sharkey (2006) information fluency is the integration of information literacy, critical thinking and the ability to use technology to find information. Rader (2004) defined information fluency as the ability to navigate information structures and to evaluate information retrieved through these structures.…”

A Librarian's Internship in a Campus Computing Center: Lessons Learned and Implications for Community College Libraries

“…Ramakrishnegowda and Walmiki (2004) reported on survey results assessing students' computer skills as well as their information literacy competencies in an effort to develop appropriate training programs at India's Kuvempu University library. Sharkey (2005) traced the integration of the Associated Colleges of the South information fluency model into a one-credit information literacy course geared for Purdue University undergraduate students. According to the author, University librarians partnered with the institutions' Digital Learning Collaboratory to provide the course that addressed students' information literacy, critical thinking, and computer skills.…”

Incorporating Vendor-Created Training into Information Literacy Instruction: A Case Study

“…The second "lecture" of each week would be arranged by the students themselves on times and days compatible with their schedules, and would require them to watch the assigned certification videos for the week in the Business and Economics Library. This model is reminiscent of the one presented by Sharkey (2006), in that instructional modules were to be integrated into the course sessions and were "assigned in conjunction with the various lecture topics and in-class activities" (p. 78). Unlike Sharkey's model, in this case the sequence of topics in the certification videos would dictate the content to be covered by the instructor in the weekly lectures.…”

“…A longer course would allow the pace of the certification program to be slowed; with fewer training videos to watch each week, there would be time to cover additional financial information resources and information literacy skills in more depth. The information fluency model outlined in Sharkey's (2006) case study would provide insights here. Also, the collaborative intent of the course, specifically the goals of promoting teamwork and communication among the students, would be better achieved by requiring attendance at the weekly lectures.…”