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Information LiteracyNational University of San Agustin at Cusco, Peru

Last Updated: September 2012

Table of Contents

Information Literacy

"Information literacy is the ability to recognize when information is needed and to locate, evaluate, and use the needed information effectively and ethically. Students who can become critical information consumers in this way can improve the quality of their academic work and acquire skills that will enable them to succeed in the workplace."

The Ryerson University Librarians have worked hard to promote information literacy, and to help students avoid the traps that can often befall those who don't have the skills needed to successfully navigate a world that is densely packed with information. The instructional services division of the Library offers drop-in workshops on research and citation. Ryerson's subject librarians have also produced over forty research guides on topics relevant to the Ryerson community.

The Association of College and Research Libraries introduced the Information Literacy Competency Standards for Higher Education in 2000. They define an information literate individual as being able to:

  1. Determine the extent of information needed. The information literate student...
    • Defines and articulates the need for information.
    • Identifies a variety of types and formats of potential sources for information.
    • Considers the costs and benefits of acquiring the needed information.
    • Reevaluates the nature and extent of the information need.
  2. Access the needed information effectively and efficiently. The information literate student...
    • Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
    • Constructs and implements effectively-designed search strategies.
    • Retrieves information online or in person using a variety of methods.
    • Refines the search strategy if necessary.
    • Extracts, records, and manages the information and its sources.
  3. Evaluate information and its sources critically and incorporate selected information into his or her knowledge base and value system. The information literate student...
    • Summarizes the main ideas to be extracted from the information gathered.
    • Articulates and applies initial criteria for evaluating both the information and its sources
    • Synthesizes main ideas to construct new concepts.
    • Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
    • Determines whether the new knowledge has an impact on the individual's value system and takes steps to reconcile differences.
    • Validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
    • Determines whether the initial query should be revised.
  4. Use information effectively to accomplish a specific purpose. The information literate student...
    • Applies new and prior information to the planning and creation of a particular product or performance.
    • Revises the development process for the product or performance.
    • Communicates the product or performance effectively to others.
  5. Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally. The information literate student...
    • Understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
    • Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
    • Acknowledges the use of information sources in communicating the product or performance.

The American Association of School Librarians, a division of the American Library Association, has also published a list of Standards for the 21st Century Learning.

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Information Literacy Resources

  • Information Literacy: A Key to Success in the 21st Century [pdf]
    By Don Kinder. The GREET Exchange. Learning and Teaching Office. Ryerson University. Spring 2004.
  • Handbook for Information Literacy Teaching
    Cardiff University.
    "This handbook was written by a group of subject librarians at Cardiff University to support their colleagues in Information Services as they developed their information literacy teaching." It is available in both Word and PDF formats.
  • Understanding information literacy: a primer
    Communication and Information Resources, UNESCO.
    "This publication is an easy-to-read, non-technical overview explaining what information literacy means, designed for busy public policy-makers, business executives, civil society administrators and practicing professionals"
  • Information Inquiry
    This website provides a detailed list of information search and use models. These methods are as old as the scientific method and as new as the Big 6. It includes a discussion of the Information Search Process (ISP), developed by Carol Collier Kuhlthau, a professor of library science at Rutgers University. "ISP presents a holistic view of information seeking from the user's perspective in six stages: task initiation, selection, exploration, focus formulation, collection and presentation."
  • Information Literacy Resources Directory
    International Federation of Library Association and Institutions (IFLA).
    IFLA has also provided a list of their own publications on the topic.

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Help for Students

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Academic Integrity

An important part of information literacy is being able to ethically use information. The ethical use of information in the university context is known as academic integrity. Ryerson has its own office dedicated to the pursuit of academic integrity and the eradication of plagiarism and cheating. The website for the office of Academic Integrity features a six episode web series for students covering topics like unintentional plagiarism and unauthorized groupwork. The office also runs workshops for students throughout the year.

Instructors may find the page aimed at faculty helpful. It includes sections on why students cheat, how to detect and prevent plagiarism, and how to report academic misconduct.

The Office of Academic Integrity has prepared a Frequently Asked Questions document as well as two helpful pamphlets filled with best practices aimed specifically at Ryerson faculty. We have made them available for download here:

The LTO has collected some additional resources that may be of assistance to Ryerson faculty and staff. The Center for Academic Integrity at Clemson University holds conferences, conducts research, and develops materials for use by instructors and university offices. Their site has many helpful resources, including links to ethics tutorials and relevant articles.

Offices of Academic Integrity
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