News Literacy: the Keys to Combating Fake News by
At a time when misinformation in the media is abundant, this book explains the difficulty in nurturing students to become critical researchers and offers practical lessons that empower students to excavate information that will help them learn. * Provides easily replicated and adaptable standards-based lessons * Observes a classroom-tested research model applicable to grade levels 7-12 * Constructs a usable framework for collaboration with colleagues * Gives educators tools to advocate for the necessity of a vibrant, inquiry-based library media program
Disciplinary Applications of Information Literacy Threshold Concepts by 
Not Just Where to Click by
Introduction : More than must where to click / Troy A. Swanson and Heather Jagman -- Part 1. Bridging the gap between librarians, students, and faculty : 1.1. Librarian and faculty epistemologies and beliefs : Theories of knowledge in library and information science / Lane Wilkinson -- Beyond tools and skills: putting information back into information literacy / Beth McDonough -- Librarianspeak: metaphors that reflect (and shape) the ethos and practice of academic librarianship / MaryBeth Meszaros and Alison M. Lewis -- The social life of knowledge: faculty epistemologies / Barbara Fister -- 1.2. Student epistemologies and beliefs : Generation Z: information facts and fictions / Ashley Cole, Trenia Napier, and Brad Marcum -- Search epistemology: teaching students about information discovery / Andrew D. Asher -- Studying sources: truth, method, and teaching bibliography / Patricia Brown --Towards an assumption responsive information literacy curriculum lessons from student qualitative data / Rob Morrison and Deana Greenfield -- Part 2. Making it work: teaching students about information : 2.1. The nature of expertise, authority, and credibility : Expertise and authority in an age of crowdsourcing / William B. Badke -- Knowledge societies: learning for a diverse world / Alison Hicks -- Student author(ity): engaging students in scholarship / Brian W. Young and Daniel Von Holten -- From counting sources to sources that count : reframing authority and accountability in first-year composition / Nicole Walls and Amy Pajewski -- 2.2. Point of view, belief, and source bias : Through a mirror darkly: a postmodern approach to teaching expertise, authority, and bias / Stephen A. Sanders -- Librarians and students: making the connections / Julie Obst and Joe Eshleman --Fragmented stories: uncovering news bias through information literacy instruction / Willie Miller --2.3. Interpreting the world : Logical fallacies and sleight of mind: rhetorical analysis as a tool for teaching critical thinking / Jessica Critten, Anne C. Barnhart, and Craig Schroer -- Scholarly storytelling: using stories as a roadmap to authentic and creative library research / Rebecca Halpern and Lisa Lepore -- Doing it yourself: special collections as a springboard for personal, critical approaches to information / Lucy Mulroney and Patrick Williams -- Witnessing the world: journalism, skepticism, and information literacy / Laura Saunders.
Information Literacy and Social Justice by
Information Literacy and Social Justice: Radical Professional Praxis extends the discussion of information literacy and its social justice aspects begun by James Elmborg, Heidi L.M. Jacobs, Cushla Kapitzke, Maria T. Accardi, Emily Drabinski, and Alana Kumbier, and Maura Seale. Chapters address the democratizing values implicit in librarianship's professional ethics, such as intellectual freedom, social responsibility, and democracy, in relation to the sociopolitical context of information literacy. Contributors, ranging from practicing librarians to scholars of related disciplines, demonstrate how they construct intentional connections between theoretical perspectives and professional advocacy to curriculum and pedagogy. The book contributes to professional discourse on libraries in their social context, through a re-activation of the library neutrality debate, as well as through an investigation of what it means for a global citizen to be information literate in late capitalism.
Information Literacy Instruction by 
Using Technology to Teach Information Literacy by 
Teaching Information Literacy by 
Motivating Students in Information Literacy Classes by 
The Information Literacy Cookbook by 
Teaching Information Literacy Skills to Social Sciences Students and Practitioners by “John Jay College has a commitment to developing information literacy among all students. The information literate student recognizes when information is needed, and has the ability to locate and evaluate information, and uses information effectively, legally and ethically.”
Draft glossary of academic terminology. (2006). John Jay College
John Jay library faculty are happy to help our colleagues integrate information literacy into their courses, help identify where information literacy is already integrated, and help faculty keep their information literacy skills sharp. We encourage you to contact the library liaison for your department.
Faculty developing new courses are encouraged to talk to a librarian before completing the New Course Proposal form.
Building Information Literacy into Research Assignments: Working with library resources in the classroom. By John Jay librarian Professor Jeffrey Kroessler. December, 2011.
"An accredited institution possesses and demonstrates the following attributes or activities: ....
Criteria #5. at institutions that offer undergraduate education, a general education program, free standing or integrated into academic disciplines, that:
... b. offers a curriculum designed so that students acquire and demonstrate essential skills including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, and information literacy. Consistent with mission, the general education program also includes the study of values, ethics, and diverse perspectives; ...."
Middle States. (2015). Standard III. Design and Delivery of the Student Learning Experience. Criteria number 5. In Standards for Accreditation and Requirements of Affiliation. 13th edition. Page 8.
The best known information literacy models include:
