"Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning."
SAGE Campus supports the teaching and learning of skills and research methods through structured online learning modules. The online courses are self-paced and instructor-led, comprising video, interactives, and formative assessments. The topics cover critical skills and research methods across all stages of academic study; navigating information, data literacy, research skills, data science skills, and getting published.
NOTE: All users must register and create a Sage Course account to take a course.
Guides students in developing the academic and personal skills necessary to successfully transition to campus life and enable lifelong learning. Student Success provides a flexible and engaging learning journey through self-assessments, interactive scenarios, downloadable exercises, original videos, and more.
Threshold Concepts and Transformational Learning by 
Threshold Concepts Within the Disciplines by The Framework was developed by the Association of College and Research Libraries.
What is it?
"The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions." (ACRL, 2016)
Why Use it?
"The Framework opens the way for librarians, faculty, and other institutional partners to redesign instruction sessions, assignments, courses, and even curricula; to connect information literacy with student success initiatives; to collaborate on pedagogical research and involve students themselves in that research; and to create wider conversations about student learning, the scholarship of teaching and learning, and the assessment of learning on local campuses and beyond." (ACRL, 2016)
Librarian-led Assessment of Information Literacy in Student Work
FGCU Librarians carried out an assessment of information literacy skills in student work from many courses in the summer of 2017. Librarians focused this assessment on information literacy alone and only scored papers from classes where we had provided some instructional support.
Results from the assessment show that students are able to find and identify information sources, but are clearly struggling with the higher order skills of using the information sources effectively in their writing and using them ethically by using consistent citations styles and giving credit to others when needed. This data tells us that librarians and instructors need address this problem with further interventions.
Additionally, we found that when we compared the results in our library-led assessment to the results in a university-wide assessment for the skill of identifying and access information, we saw that our library led-assessment scores were slightly higher, especially for the upper-level students. This seems to indicate that library instruction and/or support helps students find and access high quality information sources appropriate for their needs.
For more detailed results from the 2017 rubric-based assessment of information literacy skills, see paper below. The results of the assessment appear in the second half.
