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The challenge that many undergraduate students face is that they develop coping strategies to deal with information sourcing, rather than developing their information literacy skills when they come into higher education.

This annotated bibliography includes ten resources to aid the development of information literacy.

Resources 1 & 2:  Information Literacy Literature Reviews
Resources 3 & 4: Information Literacy Instruction Design
Resources 5 & 6: Case Studies
Resources 7 & 8: Faculty-Librarian Collaboration
Resources 9 & 10: Online Courses

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Three Theoretical Perspectives on Information Literacy - Limber, Sundin & Talja (2012)

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Three Theoretical Perspectives on Information Literacy - Limber, Sundin & Talja (2012)

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DOM FOU, 2020. (Free to Use from Unsplash.com).

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The authors, all professors of information and library sciences who have done years of research into information literacy (IL), discuss three theoretical approaches to IL and their consequences for educational practices. They provide an overview of "information" and "literacy" and the compound subject "information literacy". The three approaches are 1. Phenomenographic Perspective - concerned with the study of the variation in which people experience different phenomena, in this instance IL; 2. Sociocultural Perspective - concerned with people's use of cultural tools when learning and the relationship between people and various forms of communication in collective practices; and 3. Discourse Analytic Perspective - concerned with the socially- and culturally-shaped way of understanding IL and practices. Along with this, they provide views on how these approaches can be applied to institutional practices, a comparison of these approaches, and further routes of inquiry and implementation.

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LIMBERG, L., SUNDIN, O., & TALJA, S. 2012. Three Theoretical Perspectives on Information Literacy. HUMAN IT, 11(2), pp. 93-130.

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Exploring the Development of Undergraduate Students' Information Literacy through Their Experiences with Research Assignments - Folk (2021)

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Exploring the Development of Undergraduate Students' Information Literacy through Their Experiences with Research Assignments - Folk (2021)

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AMANDA L. FOLK, 2021. (Creative Commons Attribution-NonCommercial 4.0 International License).

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Folk, a well-established researcher within academic librarianship, investigated the factors that would impact undergraduate students’ information literacy (IL) development. A literature review highlighted the sociocultural element of IL where a person develops their IL through the navigation and negotiation of a context, the educational context in this instance. They argue that IL should be viewed as a spectrum rather than a dichotomy of being either information literate or illiterate. Phenomenological interviews were conducted with first-generation university students; participants were asked about their transition from high school to university-level coursework, their first research assignment experiences in terms of their information-seeking and use behaviours and the feedback they received. Limitations included restricted demographics and potential bias from participants. Recommendations for both practice and further research were highlighted. They include increased collaboration between librarians and instructors, possibly working with K-12 faculty to ease the transition, and ensuring future research examines wider demographics so as not to generalise experiences.

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FOLK, A. L. 2021. Exploring the Development of Undergraduate Students' Information Literacy through Their Experiences with Research Assignments. College & Research Libraries, 82(7), pp. 1035-1055.

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Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course - Hess & Greer (2016)

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Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course - Hess & Greer (2016)

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Hess and Greer, associate professors who have conducted research on information literacy (IL), propose using the ADDIE Model (a learning development model used in instructional design) when designing IL courses. ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. The benefit of this model is that it can be applied to any instruction approach, be it a one-off or ongoing class. The authors provide a literature review on instructional design, the ADDIE Model, and IL instruction. The methodology included implementing a 4-week course that was evaluated by both the authors and the 24 students who participated. While limitations are not mentioned, considerations for future applications are. They include deciding on whether to apply this type of instruction to discipline-specific or general education within universities, having online or in-person classes, and whether to make them credit-bearing or not.

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HESS, A. K. N. & GREER, K. 2016. Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Literacy Course. Communications in Information Literacy,10(2), pp. 264-282.

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Does the Method of Instruction Matter ? An Experimental Examination of Information Literacy Instruction in the Online, Blended, and Face-to-Face Classrooms - Anderson & May (2010)

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Does the Method of Instruction Matter ? An Experimental Examination of Information Literacy Instruction in the Online, Blended, and Face-to-Face Classrooms - Anderson & May (2010)

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JESWIN THOMAS, 2020. (Free to Use at Unsplash.com)

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The authors, a librarian and a faculty member of the College of Information (University of North Texas), conducted a study on how the method of information literacy (IL) instruction (face-to-face, online, or blended) influences a student's ability to apply IL competencies to their academic work. Their main argument is that all methods can be effective and that collaboration between librarians and faculty is a vital aspect of successful instruction on a strategic and operational level. A literature review is provided, along with the limitations of the study (low levels of control, low participant numbers, etc. The methodology included hosting training sessions in the three different methods of instruction and the students completed assessments. A number of implications for practice were mentioned, such as making IL courses credit-bearing, fostering broader collaborations with faculty to develop course-integrated IL instruction across curriculums regardless of discipline, and the use of skills-level assessments, etc.

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ANDERSON, K. & MAY, F. A. 2010. Does the Method of Instruction Matter? An Experimental Examination of Information Literacy Instruction in the Online, Blended and Face-to-Face Classrooms. The Journal of Academic Librarianship, 36(6), pp. 495-500.

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Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next-Generation Assessment - Sparks, Katz, & Beile (2016)

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Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next-Generation Assessment - Sparks, Katz, & Beile (2016)

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SCOTT GRAHAM, 2016. (Free to Use from Unsplash.com).

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The authors, all well-established researchers of digital information literacy (DIL), higher education, and university student academic performance, provide a literature review of the current DIL frameworks and DIL assessments. They also propose an operational definition of DIL, which is that DIL is "the ability to function in a knowledge society through the appropriate use of information and communication technology to solve information problems..."; this definition is then compared to the existing frameworks. The review provides advantages and disadvantages of the frameworks and assessments which is beneficial as it is evaluative, rather than biased towards a specific view. The author’s views align with the majority of scholars in the field, notably that higher education institutions should take DIL instruction more seriously and consider the extent to which these skills improve academic success and consequently other areas, such as workplace and lifelong learning success. In the end, they suggest that performance-based assessments of DIL are a useful tool in academia to consider.

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SPARKS, J. R., KATZ, I. R. & BEILE, P. M. 2016. Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next-Generation Assessment. ETS Research Report Series, pp. 1-33

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Going Beyond the One-Shot: Spiraling Information Literacy Across Four Years - Egan, Witt, & Chartier (2017)

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Going Beyond the One-Shot: Spiraling Information Literacy Across Four Years - Egan, Witt, & Chartier (2017)

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SINCERELY MEDIA, 2018. (Free to Use from Unsplash.com)

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The authors, librarians from Rivier University, collected data on the effectiveness of having information literacy (IL) embedded into the undergraduate core curriculum that spans over four years. They argue that embedding IL into the curriculum ensures that students will develop strong investigative competencies by the time they graduate. A literature review on first-year library collaboration and faculty outreach is presented. The methodology included evaluating students' assessments with rubrics, IL quizzes, and presentations. Results showed there was an overall improvement in IL skills as the four years progressed. The authors acknowledge the limitations of the program and suggest a number of alterations and improvements that could be implemented to aid both IL skills development and skills assessment. An interesting challenge that has not been mentioned in other resources thus far, is the impact of staff turnover and staff training on the application of the program.

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EGAN, S. E., WITT, A. N., & CHARTIER, S. M. 2017. Going Beyond the One-Shot: Spiraling Information Literacy Across Four Years. Internet Reference Services Quarterly, 22(1), pp. 25-41.

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Teaching Faculty Collaborating With Academic Librarians: Developing Partnerships to Embed Information Literacy - Inzerilla (2017)

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Teaching Faculty Collaborating With Academic Librarians: Developing Partnerships to Embed Information Literacy - Inzerilla (2017)

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Useful Books:

BOTHMA, T. et al., 2011. Navigating Information Literacy: Your Information Society Survival Toolkit. 3rd Edition. Cape Town, South Africa: Pearson Education South Africa.

CABRA-TORRES, F., et al., 2016. Information Literacy in Higher Education: A Sociocultural Perspective. Cham, Switzerland: Springer.

INGVALDSEN, S. & OBERG, D., eds. 2017. Media and Information Literacy in Higher Education: Educating the Educators. Kidlington: Chandos Publishing.

JULIEN, H., GROSS, M., & LATHAM, D., eds. 2010. The Information Literacy Framework: Case Studies of Successful Implementation. London: Rowman & Littlefield.

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CYRONN PHOTOGRAPHY, 2018. (Free to Use from Unsplash.com)

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Inzerilla, the Library Coordinator at Las Positas College with a research interest in how librarians can become an integral part of teaching social networks that exist within university faculty, discusses the findings of a doctoral study on the collaboration between faculty and librarians at a community college in the United States. The principle argument is that faculty-library collaboration leads to better student information literacy (IL) outcomes. A literature review examined collaboration and IL definitions. A mixed methods approach was used to conduct the study. The author conducted a social network analysis and held interviews with staff to gain an understanding of why faculty were or were not interested in collaborating with librarians. The chapter provides insight into potential barriers to collaboration. A number of suggestions for embedding librarians into faculty instruction were mentioned; including providing workshops and one-on-one training sessions for faculty, librarians becoming more educated on teaching and pedagogy, and having librarians increase their marketing of the library to draw in more faculty.

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INZERILLA, T. 2017. Teaching Faculty Collaborating With Academic Librarians: Developing Partnerships to Embed Information Literacy. In S. INGVALDSEN & D. OBERG, ed. Media and Information Literacy in Higher Education: Educating the Educators. Kidlington: Chandos Publishing. pp. 67-88.

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Faculty Workshops: Incorporating the Framework and Embedding Information Literacy in Undergraduate Courses - Harden & Martinez-Montavon (2020)

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Faculty Workshops: Incorporating the Framework and Embedding Information Literacy in Undergraduate Courses - Harden & Martinez-Montavon (2020)

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ALISSA DE LEVA, 2019. (Free to Use from Unsplash.com)

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The authors, librarians from the University of Notre Dame, review the literature on faculty-librarian partnerships in relation to information literacy (IL) workshops and instructional design through the lens of the Framework for Information Literacy for Higher Education (created by the Association of College and Research Libraries). The Framework encourages faculty to design curricula that engages with IL, but often faculty are unsure of how to incorporate IL concepts into their instruction. The literature reviews highlights this issue and also provides an overview of case studies of faculty-librarian collaboration. Methodology included hosting workshops for faculty to introduce them to the Framework. The feedback and results of the workshops were positive. A number of potential challenges and their consequent strategies are mentioned, such as deciding on when and where to host workshops and deciding on whether to hold the workshops with a narrow audience, such as discipline-specific faculty, or a general audience. Overall, the chapter provides an effective method of implementing the Framework while also facilitating faculty-librarian relationships.

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HARDEN, M. & MARTINEZ-MONTAVON, A. M. 2020. Faculty Workshops: Incorporating the Framework and Embedding Information Literacy in Undergraduate Courses. In H. JULIEN, M. GROSS & D. LATHAM, ed. The Information Literacy Framework: Case Studies of Successful Implementation. London: Rowman & Littlefield. pp. 22-32.

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Academic Skills for University Success Specialization - The University of Sydney 

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Academic Skills for University Success Specialization - The University of Sydney 

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Applied Digital Literacy Specialization - The State University if New York

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Applied Digital Literacy Specialization - The State University if New York

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LINKEDIN SALES SOLUTIONS, 2021 (Free to Use from Unsplash.com)

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WINDOWS, 2020 (Free to Use from Unsplash.com)

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Four instructors, members of the Centre for English Teaching at the University of Sydney, teach five courses (Information & Digital Literacy for University Success, Problem-Solving for University Success, etc.) that aid students in the development of their academic competencies, such as information literacy, communication, and critical thinking skills. The course is flexible and allows students to set their own deadlines and study at a pace they feel comfortable with. A challenge of this is that it requires discipline and good time management skills to take part in the course. If the student only wishes to take the Information & Digital Literacy for University Success, then they can do that. That particular course has six weeks’ worth of content and assessments. This is a beneficial course for developing foundational digital and information literacy skills that would be further developed in university.

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This is a set of three online courses (Basic Information Literacy, Advanced Information Literacy, and Digital Information Literacy) developed by the State University of New York. The course is delivered by five instructors: three librarians, a Teaching & Learning Strategist, and the Head of Education Services. The benefit of these courses is that they do not have enrolment fees, but in order to get a certificate at the end of the courses the student would have to pay for it. It is also flexible in that the student would set and maintain their own deadlines and study at their own pace. In terms of course content, there are videos, reading materials, practice quizzes, graded assignments and quizzes with feedback from instructors and peers. Overall, this course would provide a decent foundation of knowledge regarding digital and information literacy and can be applied to university courses and transferred to other areas such as the workplace.

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THE UNIVERSITY OF SYDNEY, n.d. Academic Skills for University Success Specialization. [online]. Mountain View, CA: Coursera. Available from: https://www.coursera.org/specializations/academic-skills [Accessed 27 November 2022].

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THE STATE UNIVERSITY OF NEW YORK, n.d. Applied Digital Literacy Specialization. [online]. Mountain View, CA: Coursera. Available from: https://www.coursera.org/specializations/applied-digital-literacy [Accessed 27 November 2022].