To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. By the end of this unit you will be able to Define Information Literacy, Define the four domains that fall under Metaliterate Learners, Identify a lack of knowledge in a subject area, Identify a search topic/question and define it using simple terminology, Articulate current knowledge on a topic, Recognize a need for information and data to achieve a specific end and define limits to the information need, and Manage time effectively to complete a search.

To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. (Definition from the text).

Follow this link to use the interactive version:
https://courses.lumenlearning.com/informationliteracy/

During your studies you will frequently be asked to write a paper. For such a paper you will need information, but how do you get it? What exactly do you need? Where can you find it? How do you go about it? Almost anyone can use Google, of course, but more is expected of a TU Delft student!
We challenge you to go beyond using the popular search engines. This instruction will help you discover what there is to learn about information skills.

This instruction follows on from the online instruction Information Literacy 1, in which you learned how to find, evaluate and use information. Today’s instruction is intended for advanced users.

ACRL Framework for Information Literacy for Higher Education, LILIAC/CUNY Information Literacy Standards for CUNY Students

Good researchers have a host of tools at their disposal that make navigating today’s complex information ecosystem much more manageable. Gaining the knowledge, abilities, and self-reflection necessary to be a good researcher helps not only in academic settings, but is invaluable in any career, and throughout one’s life. The Information Literacy User’s Guide will start you on this route to success.The Information Literacy User’s Guide is based on two current models in information literacy: The 2011 version of The Seven Pillars Model, developed by the Society of College, National and University Libraries in the United Kingdom and the conception of information literacy as a metaliteracy, a model developed by one of this book’s authors in conjunction with Thomas Mackey, Dean of the Center for Distance Learning at SUNY Empire State College. These core foundations ensure that the material will be relevant to today’s students.The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.

This new publication by UNESCO is a timely resource and highly topical subject for all those who practice or teach journalism in this Digital Age. UNESCO's new handbook is an essential addition to teaching syllabi for all journalism educators, as well as practising journalists and editors who are interested in information, how we share it and how we use it. It is mission critical that those who practice journalism understand and report on the new threats to trusted information. Political parties, health professionals, business people, scientists, election monitors and others will also find the handbook useful in navigating the information disorder. Written by experts in the fight against disinformation, this handbook explores the very nature of journalism - with modules on why trust matters; thinking critically about how digital technology and social platforms are conduits of the information disorder; fighting back against disinformation and misinformation through media and information literacy; fact-checking 101; social media verification and combating online abuse. The seven individual modules are available online to download that enables readers to develop their own course relevant to their media environment.
This handbook is also useful for the library and information science professionals, students, and LIS educators for understanding the different dimensions of fake news and disinformation.

Table of Contents
Module One | Truth, Trust and Journalism: Why it Matters | by Cherilyn Ireton
Module Two | Thinking about "Information Disorder": Formats of Misinformation, Disinformation and Mal-Information | by Claire Wardle & Hossein Derakshan
Module Three | News Industry Transformation: Digital Technology, Social Platforms and the Spread of Misinformation and Disinformation |by Julie Posetti
Module Four | Combatting Disinformation and Misinformation Through Media and Information Literacy (MIL) | by Magda Abu-Fadil
Module Five | Fact-Checking 101 | by Alexios Mantzarlis
Module Six | Social Media Verification: Assessing Sources and Visual Content | by Tom Trewinnard and Fergus Bell
Module Seven | Combatting Online Abuse: When Journalists and Their Sources are Targeted | by Julie Posetti

Additional Resources: https://en.unesco.org/fightfakenews

Bronx Community College's collection of learning services for students and faculty. Contains information on using OneSearch, locating E-resources, and general research assistance.

Use and/or adapt the following information literacy lesson plans in your course or library class! Contains Activity Sheets, Interactive Apps list, ACRL Framework for Information Literacy Sandbox, Community of Online Research Assignments, Library 101 Toolkit, Information Evaluation Resources (SMELL & RADAR)

An all-encompassing guide to doing research and using the CSI Library. Topics include using databases, bibliographies, and citations.

A freshman composition textbook used by the English Department of Virginia Western Community College (VWCC) in Roanoke, Virginia. It aligns with ENG 111, the standard first-year composition course in the Virginia Community College System (VCCS). The ten chapter headings are:

1. Chapter 1 - Critical Reading
2. Chapter 2 - Rhetorical Analysis
3. Chapter 3 - Argument
4. Chapter 4 - The Writing Process
5. Chapter 5 - Rhetorical Modes
6. Chapter 6 - Finding and Using Outside Sources
7. Chapter 7 - How and Why to Cite
8. Chapter 8 - Writing Basics: What Makes a Good Sentence?
9. Chapter 9 - Punctuation
10. Chapter 10 - Working With Words: Which Word is Right?

This book was created by the English faculty and librarians of VWCC using Creative Commons -licensed materials and original contributions.

This toolkit is designed to help you teach English 110 students at Queens College how to use library resources to research effectively. It is part of an ongoing, iterative effort, in collaboration with the English 110 coordinators, to create flexible materials that can be adapted to suit the specific needs of a variety of English 110 classes. It continues to be a work in progress. These materials are developed to provide templates for action and activity at various points throughout the library instruction sequence, as outlined below.

A collection of videos covering: Accessing Databases by Subject, Title, Introduction to OneSearch, Company Research, searching Business Source Complete, MedlinePlus, Gale eBooks, and CINAHL

Learn how to use 990 tax filings and other sources to find information about a nonprofit.

Students will develop skills to critically read, analyze, and use knowledge gained from the course to inform practice. Students are introduced to frameworks to critique research studies in the quantitative and qualitative traditions. Students are required to conduct literature searches on assigned topics and to critique nursing studies focusing on clinical nursing research, including Evidence Based Practice. The course will explore the ethical issues involved in nursing research, how nursing theory and other disciplinary theories intertwine with nursing research. In addition to theory,theoretical and conceptual frameworks will be studied.

Downloadable Remote Teaching Resoures, Remote Synchronous Teaching Instructions, Embedded Librarianship, Research & Citation.

This resource covers the basics of how various online library services work for students and faculty, including information about remote library instruction and/or embedding a librarian in Blackboard.