Faculty: Easily Address Information Literacy

In an earlier post I discussed the importance of integrating information literacy into the curriculum. Such integration is already occurring at Temple, not only in the new General Education curriculum but also in the overlap with competencies mandated by various academic departments. Below are listed several competencies developed by the History Department, after which can be found the analogous information literacy outcome(s).

History Competency: Critically examines written materials and historical sources
Information Literacy Analog (outcome 13): Recognizes social and cultural context in which information was created

History Competency: Understands primary sources in their historical context
Information Literacy Analog (outcome 6): Differentiates between primary and secondary sources

History Competency: Formulates analytical questions about historical events
Information Literacy Analogs (outcomes 1, 8, and 14): Identifies key concepts and terms; Identifies keywords, synonyms, and related terms; and particularly Incorporates information into knowledge base / Synthesizes main ideas to form new concepts and questions

History Competency: Develops speaking and presentation skills
Information Literacy Analog (outcome 19): Communicates product effectively (best medium and format for purpose, range of technology, communicates clearly in appropriate style)

History Competency: Gains ability to use library and other technologically appropriate sources for research
Information Literacy Analog (outcomes 7, 8, 9, 10, and 11): All five outcomes under Effective Information Access

If you are a Temple faculty member, please consider formally addressing one or two information literacy outcomes in at least one course this year. It's quite simple really; chances are you are addressing several outcomes already! The reference librarians are available to assist and support as desired.

-David C. Murray