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Information Literacy

Introduction and options for information literacy curriculum at SVC



(Some adapted questions from Project Information Literacy)


  1. Do we take time to assess or understand what prior knowledge students may come into our classes with, regarding information seeking behaviors?
  2. Have there been changes in these behaviors or in this knowledge over time?
  3. Where do we see strengths and weaknesses?


  1. What instructions do you provide and what do you ask students to read for, e.g., specific facts and information within the reading itself, connections to other readings and life experiences, deeper symbolic and rhetorical meanings?
  2. How does the definition of information literacy intersect with our understanding of critical reading skills?
  3. Where in your courses could you help students connect scholarly reading practices to current events and everyday information use?


  1. By limiting the types of sources students are permitted to use for assignments, are we limiting our own opportunites to create confident information navigators? ​
  2. What reasons do we have for accepting only specific sources?​​


  1. What do students need to know about how algorithm driven systems work and affect the information they engage with?
  2. Considering the impact of algorithms on information systems and our daily lives, what else needs to be folded into existing instruction, and how can educators and the broader public get up to speed?
  3. To what extent are algorithms fostering misinformation in the information you and your students consume daily and what are some of the ways you are addressing it?​


“Tell Me Sweet Little Lies” (see "articles" box on this page) focuses on the persistence and pervasiveness of racist malinformation that “comes through media, textbooks, religion, celebrated holidays, pop culture, and so many other venues.”

  1. Where are you vulnerable to exposure to racist malinformation?
  2. What impact does it have on your life?
  3. How does it impact your work with learners?
  4. What aspects of your identity make it easier for you to recognize or ignore racist malinformation?


Project Information Literacy found in a national study about college students’ research habits that out of over 11,000 students surveyed from 50 U.S. colleges and Universities, 84% said getting started was the most difficult aspect of doing research. ​​

  1. In what ways can information literacy instruction in our classrooms provide resources and scaffolding to alleviate this problem?​

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