Running head: INFORMATION LITERACY: A LEARNING MODULE ON EVALU

Information Literacy: A Learning Module on Evaluating Information

Kay L. Venteicher
University of Maryland University College
DETT 611
April 25, 2015

INFORMATION LITERACY: A LEARNING MODULE ON EVALUAT

Information Literacy: A Learning Module on Evaluating Information

With the digital universe doubling every two years, (Gantz & Reinsel, 2011, para. 9),
there is an increasing need for students to continue building their information literacy skills
during their pursuit of higher education and lifelong learning (Association of College and
Research Libraries, 2000, p.2). The basic skill standards necessary to achieve a solid foundation
in information literacy (IL) include the students mastery of library and information resources;
selecting the best information sources; and finally assessment, synthesis and citing of sources.
While rising high school students feel they have adequate technology literacy skills to navigate
the digital universe, they also acknowledge a need for improvement in IL skills (Kovalik,
Yutzey, & Piazza, 2012, p. 1).
Research shows that most high school students can apply the first two IL skill standards
to determine and find information. The next standard developed by the Association of College
and Research Libraries (ACRL) is where most high school students require assistance. This
standard is the ability for the student to evaluate information and sources critically and
incorporate selected information into the individuals knowledge base and value system
(2000, p. 11; Kovalik, Yutzey, & Piazza, 2012, pp. 1-2). While high school students
acknowledge finding adequate resources that address all questions in assignment requirements
and rubrics, Kovalik, Yutzey, and Piazza (2012) point out most students required assistance from
librarians to provide research interventions (p. 17). The librarians provided assistance with
evaluating the quality level of the resource and resource note taking (pp. 17-18).
The learning module, Information Literacy: A Learning Module on Evaluating
Information is an online learning module designed as a web presentation supplemented with

INFORMATION LITERACY: A LEARNING MODULE ON EVALUAT

interactive self-assessments. The module will be developed for inclusion in library skills
curriculum as a learning module for an IL series or as a stand-alone learning module. The
objective of the learning module will be to provide the student with the knowledge to build IL
skills in assessment, synthesis and citing of resources.
The module can be used individually or in small student groups in synchronous or
asynchronous online environments. These environments facilitate information sharing and
discussion developing critical analysis and evaluation skills. These skills can then be applied to
follow-on assignments developed by the faculty requiring students to use both the Internet and
library databases as information resources and for evaluation of the resources. These
assignments will reinforce IL skills learned from the module and associated exercises. Using
this approach, the student will build and improve IL skills to evaluate information and sources,
determine reliable sources and critically and incorporate selected information into the
individuals knowledge base and value system (2000, p. 11). While freshman college students
are the target for the module, it can be used as an IL skill refresher for all higher-level education.
The module will be presented as a PowerPoint slide show presentation accompanied by a
narration audio. As an alternative, the module can also be viewed as a normal slide presentation
with the viewer selecting the individual slides to be viewed at the viewers pace.
Analysis of Similar Learning Resources and Modules
I have selected two online information literacy resources and modules that cover the topic
of evaluating information. The two IL modules are available to students and faculty with
emphasis directed at providing guidance to the student on achieving information literacy
objectives when evaluating information sources. Both web sites utilize a simple HTML webbased technology and are part of the library resources.

INFORMATION LITERACY: A LEARNING MODULE ON EVALUAT

Old Dominion University (ODU) (Norfolk, VA)

The Old Dominion University Libraries offer extensive resources consisting of books,
videos, and tutorials as part of ODUs Information Literacy Program. The ODU IL Program is
the more in-depth of the two programs analyzed and offers instructional reading, videos, and
self-assessment exercises. It closely follows the ACRL IL standards. The modules are designed
to assist the student in pursuing the development of skills to find, retrieve, analyze, and
effectively use information and for faculty to use in conjunction with course work. The subject
matter is divided into seven modules with additional instructional guides included covering
general IL subject overview and specific discipline-related guides and videos (ODU Libraries,
2013).
The individual modules introduce each of the IL subject areas and the expected learning
outcomes. The modules are a mixed content of formatted discussion text, simple but appropriate
graphics and videos, and interactive self-assessment exercises. Information used within the
modules is thorough and appears creditable (ODU Libraries, 2013). When used in conjunction
with course activities, the ODU faculty has access to library subject-specialist reference
librarians are available for consultation, assistance with assignments, and in-person class
sessions (ODU Libraries, 2015, para. 5). The IL program also includes guides from other wellknown and respected universities that include the Online Writing Lab from Purdue and the
Information Literacy Modules from the University of Idaho, the next IL module reviewed.
University of Idaho (UI) (Moscow, ID)
The University of Idaho Library offers a smaller collection of resources consisting of
books, videos, and tutorials as part of UI Information Literacy Program. The UI IL Program is
included as part of the English curriculum within the library instruction online web page guides.

INFORMATION LITERACY: A LEARNING MODULE ON EVALUAT

The web pages provide access to instructional reading materials, social media sources, and IL
relevant videos (UI Library Guides, 2015). The UI IL modules are more simplistic in design
than the ODU IL modules; the modules consist of instructional reading and interactive selfassessment exercises. The UI IL Program web pages and the IL modules do not mention or
reference the ACRL IL standards. The IL web pages and modules do follow a similar format to
support the individual students pursuit of developing IL skills. The IL instructional material is
divided into seven modules with the IL subject area objectives and related instruction (UI
Library, 2015).
The individual modules provide the student with the learning objectives and the
instructional material. The modules consist of formatted discussion text and interactive selfassessments. There are a links disbursed throughout the modules that access other library
resources; unfortunately, not all links are active. The information used within the module is
thorough and appears creditable (UI Library, 2015). UI faculty can request library services
tailored instructional sessions to support course activities (UI Library, n.d.).
The two IL programs offer similar approaches to instructing the information literacy
objectives and goals. While the UI program is not as robust in library and module resources, it
has been updated within the current 2015 school year. The ODU program has not been updated
since 2013. However, IL has experienced greater success in its integration into the ODU
educational program. Finally, both programs offer a resource for both faculty and students that
will support successful attainment of information literacy skills by the individual student.

INFORMATION LITERACY: A LEARNING MODULE ON EVALUAT

References
Association of College and Research Libraries. (2000). Information literacy competency
standards for higher education. American Library Association. Retrieved from
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf
Gantz, J. & Reinsel, D. (2011, June). Extracting value from chaos. EMC Corporation. Retrieved
from http://www.emc.com/collateral/analyst-reports/idc-extracting-value-from-chaosar.pdf
Kovalik, C., Yutzey, S., & Piazza, L. (2012, December 19). Information literacy and high school
seniors: Perceptions of the research process. American Association of School Librarians.
16. 1-26. Retrieved from http://www.ala.org/aasl/slr/volume16/kovalik-yutzey-piazza
ODU Libraries. (2013, September). Evaluating information sources. [Web page]. Retrieved from
http://www.lib.odu.edu/genedinfolit/5evaluating/index.html
ODU Libraries. (2015, January 6). Information literacy program. [Web page]. Retrieved from
http://guides.lib.odu.edu/content.php?pid=586656&sid=4835581
University of Idaho. (2015). Module 5: Evaluating. [Web page]. Retrieved from
http://www.webpages.uidaho.edu/info_literacy/modules/module5/5_0.htm
University of Idaho Guides. (2015, March 04). English 102 library instruction. [Web page].
Retrieved from http://libguides.uidaho.edu/content.php?pid=294916&sid=2421135
University of Idaho Library. (n.d.). Instruction services. [Web page]. Retrieved from
http://www.lib.uidaho.edu/services/instruction/instrequest.html