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Instructor Resources

Take advantage of our helpful library resources!

Information Literacy is Important!

The Problem:

Do your students get that "deer in the headlights" look when you mention research? Are you frustrated about the "research" they turn in?

Part of the problem is that students are coming to us with very little in the way of library skills. Oh sure, they can use those phones and tablets for all kinds of social media (some of which we've probably never heard of), and just watch them Google! A person could get motion sickness trying to follow their hands.

Unfortunately, although they may be device savvy, they may not be all that computer literate. Microsoft Word? Is that a dictionary? Doesn't double spacing mean I have to hit the space bar twice after each word? (don't laugh; it really happened). Mention research and they think you mean typing a couple of key words into Google and see what comes up.

What can you do?

Have library staff come to your classroom and do some basic information literacy training. Break down the research; for example, have them chose a topic and then come to the library to find information about that topic in both a professional journal and a popular magazine. Have them write down what they learned about the two publications. We can "sit in" on your D2L page and suggest resources when the students have an assignment. Students can make an appointment to visit with library staff about their research questions.

We're here to help you help your students. The library isn't just a cool place to come and have a Starbucks beverage; it's an integral part of your students' learning experience. If there is something we can do to help you with your curriculum, please let us know!

Information Literacy Standards

Information Literacy ties in with all of OJC’s student learning outcomes. The Association of College and Research Libraries, a division of the American Library Association, published these Information Literacy Standards:

Standard One: KNOW

The information literate student determines the nature and extent of the information needed. The student must be able to identify these questions: What do you want to know? What kind of information do you need? How much information do you need?

Standard Two: ACCESS

The information literate student accesses needed information effectively and efficiently. The student should be able to answer these questions: What is the best way to gather this information? Am I using the best terms for the search? Which search system or other resource will get me this information?

Standard Three: EVALUATE

The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. The student should be able to answer these questions: Is this a credible source of information? Is there another interpretation or point of view? How does this new information change what I know?

Standard Four: USE

The information literate students, individually or as a member of a group, uses information effectively to accomplish a specific purpose. The student should be able to answer these questions: What is the best method for presenting this information? Will this image convey the message I want? Are these quotes supportive of my ideas?

Standard Five: LEGAL/ETHICAL

The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. The student should be able to answer these questions: Can I make a copy of this material? What are the issues concerning censorship? Are there college policies about information gathering, use, or reproduction and dissemination?

How do freshmen conduct research?