Information Literacy

Welcome to the Polk County Public Library's INFORMATION LITERACY web page!

INFORMATION LITERACY is the ability to find, evaluate and use information effectively, and it is the Polk County Public Library's chosen secondary service priority. You will find on this page some background information on what an information literacy service response might include. As other ideas, projects and resources are developed to support this priority, we will add them.

An immediate example of an internet resource that supports information literacy is Goodwill Global Learning, an online training program for computer and job skills, at http://www.goodwilltraining.org. Based on Goodwill's highly respected TALENT training program, topics offered include career planning, self-esteem, attitude, computer skills, job search skills, job retention skills, goal setting, time management, communication, impact of employment and appearance and presentation. Students will be guided through the classes by the program's host, Good Will. Several of the lessons are available in Spanish.

(This description of a variety of ways to implement an INFORMATION LITERACY service response is from Planning For Results: A Public Library Transformation Process, Chicago: ALA, 1998, pp. 108-111.)

Example of Needs Addressed by This Service Response
A library that provides INFORMATION LITERACY service helps address the need for skills related to finding, evaluating, and using information effectively.

What the Library Does and Provides
The library will provide training and instruction in skills related to locating, evaluating, and using information resources of all types. Teaching the public to find and evaluate information will be stressed over simply providing answers to questions. The library will provide access to information in a variety of formats and will offer public Internet training and access. Library staff will be knowledgeable about how people seek information and learn. Staff may offer group classes, individual tutoring, or spontaneous one-on-one training in topics such as media literacy or finding resources on the Internet. The library may provide a computer laboratory or classroom.

• Some Possible Components of Information Literacy Service

• Classroom space
• Special programs on media literacy
• Computer laboratory
• Listening and viewing multi-media computer stations for critical evaluation of resources
• Basic library skills and bibliographic instruction
• Instructional technology.

Target Audiences and Service Aspects

Target Audiences
A library could choose to target its INFORMATION LITERACY program toward teaching critical thinking skills to children. Another could focus on training adults to use resources found on the Internet.

Service Aspects
Aspects of the service that could be emphasized include teaching effective strategies when using various Internet search engines or instruction in how to perform expert or complex searches on the library's online catalog.

Resource Allocation Issues to Consider

Staff
Staff providing INFORMATION LITERACY service need to develop and maintain a knowledge of how people seek and process information and a skill in evaluating information resources. Formal education on the topics of information-seeking behavior and how people learn is desirable. Staff should have an excellent range of computer skills and familiarity with different types of software products. Successful teaching experience is also desirable.

Collection and Information Resources
The entire library collection and the entire range of electronic resources available to the library can be used in providing INFORMATION LITERACY service. Books, periodicals, videotapes, sound recordings, television, radio, and online information resources can all be used to help people understand how to find and critically evaluate information. Information literacy training typically happens either informally using the materials an individual has already selected, or in a formal classroom or training setting using materials selected by the instructor for illustrative purposes.

Facilities
While INFORMATION LITERACY service involves more than just computer literacy, training in locating and evaluating online resources is often a major component. Libraries may provide a computer lab to accommodate formal training sessions or they may provide an area in the library that has a large number of computers, some of which can be used for training purposes.

Technology
In addition to the computer lab mentioned above, libraries offering INFORMATION LITERACY service should have access to a full range of instructional technologies for teaching purposes. Specialized equipment such as video equipment capable of frame-by-frame display and computer input video production units are highly desirable, in addition to more traditional teaching technologies.

Possible Measures to Consider When Developing Objectives

People Served
Total number of users served (this measures the total number of users who used a service during a given time period):

• Number of people who attended information literacy classes
• Number of people who accessed computer-based training modules
• Number of people assisted by library technology aides.

Number of Unique Individuals Who Used the Service
(this measures the total number of unique individuals who used the service during a given time period, regardless of how many times they used the service):

• Number of unique individuals who completed a basic Internet class offered by the library
• Number of unique individuals who attended a class on using computerized reference tools.

How Well the Service Met the Needs of People Served

• Percent of people who used information literacy services who indicated on a survey that the information was provided in a timely manner
• Percent of people who attended an information literacy class who indicated on a survey that the class was satisfactory or excellent
• Percent of people attending a class on using technology who indicated on a survey that their confidence in their ability to use computerized reference tools had increased.

Total Units of Service Delivered

• Number of times the information literacy web page was accessed
• Number of unique information literacy publications produced
• Number of information literacy displays created
• Number of basic library skills classes offered.