The content included in this section provides basic information on how to use the library resources, request audio visual equipment, and utilize many other faculty and staff library services.
Whether you are new to Finlandia University or have been here for quite a while, our staff is always happy to help.
Rice University’s Course Workload Calculator: calculate how much time outside of class your students are expected to study and read based on your specific reading assignments and the level of new material introduced.
OER resources handout: Search for open access educational courses and resources. Retain, Revise, Resuse, Remix sources for your own use.
Primo ve (catalog)
The online discovery catalog, PrimoVE, is available from any computer with Internet access. WebVoyage catalog includes holdings from the Maki Library, Northern Michigan University and Lake Superior State University. You may also access our e-book collection directly through the catalog on campus, off of campus you may view e-books remotely by entering your username and password when prompted.
Periodicals
The library subscribes to a number of print and electronic periodicals. Find the titles of physical periodicals in the library catalog, Primo VE. Electronic periodicals are located within the databases. Please make an interlibrary loan request for titles we do not have in our collection.
Electronic Resources
The Library has access to a number of subscription databases, including an academic film database. Some are provided to all Michigan libraries as part of the Michigan eLibrary (MeL) program. Some we subscribe to ourselves. Most of them may also be accessed off-campus, just go to the Maki Library website, when you click on a link for a particular database, a pop-up screen will ask for a username and password. Use your Finlandia network login here (not your e-mail) to access the database. Films on Demand has a separate username and password for remote access, please contact us for off-campus access.
Interlibrary Loan
Finlandia students, faculty, staff, and former students may request materials from other libraries through Interlibrary Loan (ILL). Other borrowers are requested to use their local public library. Patrons can borrow materials from libraries in Michigan and across the nation. Patrons can initiate ILL requests from Michigan libraries through Mel.org/MelCat with their library barcode. If you do not have a barcode please see the Maki Library staff and we will issue you one. The library staff can also place ILL requests for patrons. ILL forms are available at the Maki library, on the Requests and Reservations webpage. Please call or e-mail if you have any questions.
Course Reserve
We welcome you to put materials on reserve for your students. To do so, please fill out a reserve form which is available at the library circulation desk and submit your form along with your materials. An electronic form can be found on the Requests and Reservations webpage. Library Staff can place items on reserve. Loan period options for reserve materials are: In Library Only / Overnight / 3 Day / 1 Week, other due dates can be arranged.
Computers and Internet Access
The Library has more than 20 Internet-accessible computers available for students and others to use. Academic use has priority over recreational use, students have priority over community courtesy card patrons. All of the computers have Microsoft Office software installed. Faculty and staff may print for free from library computers. Students are given two print and copy cards per semester; each is worth 96 pages. Color copies or prints will be worth 2 pages. If you would like to bring your class to the Library to use the computers, please contact us and we will reserve an appropriate number of computers for use by your students. You may also make requests via the Requests and Reservations webpage.
Contact the International School of Business Administrative Assistant, to reserve the Business Computer Lab that is located in the Maki Library. A schedule of class times and reservations of the business lab is posted outside the lab.
Checking Out Materials
A bar coded Finlandia ID or Library Card is needed to check out materials. Library cards can be issued on site, you will be able to use the library immediately. Faculty may check most materials out until the end of the current semester. A few items, such as Audiobooks or DVDs, circulate for 3 days.
TVs / VCRs
There are TVs and VCRs placed on carts in a number of locations around campus. Several of these also include DVD players. The locations for these combos are:
- Library Conference Room – includes DVD player – reservations required for the room
- Mannerheim 121
- Nikander 2nd Floor: N-24 – includes DVD player – reservations required
- Nikander 2nd Floor: N-29
- Wargelin 2nd Floor – includes DVD player – reservations required
- Wargelin 303
Other Audio-visual Equipment
- Multimedia projectors
- Laptop computers
- DVD player and RF converter for use with older TVs
- VCR player
- Region-free DVD player, plays non-US formatted DVDs
- USB Remote for laptops
- Web Camera
- Boom Box
- Tape players and recorders
- Video cameras
- Slide projectors
- Digital cameras
- Jump drives
- Overhead Projectors (Most of the classrooms on campus have overhead projectors and screens in place.)
Equipment Available For Use in the Library
- Lamination machine- there is a department charge of .50/linear ft for items under 8 1/2″ x 11″, $1.00/linear ft for posters & maps.
- Ellison Lettering Machine- to punch out letters and numbers for bulletin boards or posters. Students are also welcome to use the Ellison machine.
Reserving Library Equipment
If you need pieces of equipment from the Library for a class or program, you need to reserve it by calling or e-mailing us at maki.library@finlandia.edu. Or use the online form on the Requests and Reservations webpage. Please do this at least one working day in advance of when you need it. If you wish, the Library staff will deliver and pick up the equipment. If you have made a room reservation through Maintenance that includes a-v equipment, you also need to reserve that equipment directly with the Library to assure availability at your desired time.
Burned Out Bulbs and Repairs
Please notify a Library staff member ASAP if a piece of equipment needs a new bulb or has some other malfunction. You may also contact the IT department at the REMC1 support website.
Information Literacy Instruction
We would like to work with you to enhance classroom instruction to include information literacy components in some of your assignments. We are also happy to provide your class with specific library instructional sessions, either catered to an assignment or to learn specific research skills such as paraphrasing, identifying primary sources, how to read scholarly journal articles, etc. Call Rebecca at 487-7253 to arrange for a session.
NEW Activity based instructional sessions for the following topics:
- Using the Library Catalog, WebVoyage
- Using Databases
- Types of Sources: Popular vs. Scholarly
- Cite it Right: Paraphrasing, Summarizing, Direct Quotes
- Evaluating Sources for Credibility: CRAAP test
- Creating a Reference or Works Cited bibliography
Please see the Information Literacy section below for more detailed information including: updated 2016 Information Literacy Framework, Classroom Activity Assignments and Worksheets, Tutorials and videos.
Selecting and Purchasing Materials for the Library
The library is here for the students and for you. We hope to have resources available for the students which are integral to their academic endeavors. We also are here for your professional information needs. We welcome your suggestions for purchase of new materials and resources.
Library Conference Room
The Library has a Conference Room, which may be reserved by contacting the Library. The room has a TV / VCR/DVD, overhead, screen, and blackboard. It is also a place where students can study or watch videos/DVDs.
Photocopier
The library’s copier is available for faculty and students. Faculty may make copies, and charge them to their department. Students are charged 10 cents per page. Scanning and emailing pdfs is also available.
Fax Machine
Faculty, students, and others may receive faxes. There may be a charge.
The Framework for Information Literacy for Higher Education (2015), is among the guiding documents about information literacy developed by the Association of College & Research Libraries (ACRL). The Framework is organized into six frames, each outlining a concept central to information literacy.
The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions.
Quick Visual Guide to the New Information Literacy Framework is linked for each frame. Creative Commons copyright, created by Cynthia Tysick.
Frame: Authority is Constructed & Contextual
Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
Experts understand that authority is a type of influence recognized or exerted within a community. Experts view authority with an attitude of informed skepticism and an openness to new perspectives, additional voices, and changes in schools of thought. Experts understand the need to determine the validity of the information created by different authorities and to acknowledge biases that privilege some sources of authority over others, especially in terms of others’ worldviews, gender, sexual orientation, and cultural orientations. An understanding of this concept enables novice learners to critically examine all evidence—be it a short blog post or a peer-reviewed conference proceeding—and to ask relevant questions about origins, context, and suitability for the current information need. Thus, novice learners come to respect the expertise that authority represents while remaining skeptical of the systems that have elevated that authority and the information created by it. Experts know how to seek authoritative voices but also recognize that unlikely voices can be authoritative, depending on need. Novice learners may need to rely on basic indicators of authority, such as type of publication or author credentials, where experts recognize schools of thought or discipline-specific paradigms.
Knowledge Practices
Learners who are developing their information literate abilities
- define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event);
- use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility;
- understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sources;
- recognize that authoritative content may be packaged formally or informally and may include sources of all media types;
- acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice;
- understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.
Dispositions
Learners who are developing their information literate abilities
- develop and maintain an open mind when encountering varied and sometimes conflicting perspectives;
- motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways;
- develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview;
- question traditional notions of granting authority and recognize the value of diverse ideas and worldviews;
- are conscious that maintaining these attitudes and actions requires frequent self-evaluation.
Frame: Information Creation as a Process
Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
The information creation process could result in a range of information formats and modes of delivery, so experts look beyond format when selecting resources to use. The unique capabilities and constraints of each creation process as well as the specific information need determine how the product is used. Experts recognize that information creations are valued differently in different contexts, such as academia or the workplace. Elements that affect or reflect on the creation, such as a pre- or post-publication editing or reviewing process, may be indicators of quality. The dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes. Recognizing the nature of information creation, experts look to the underlying processes of creation as well as the final product to critically evaluate the usefulness of the information. Novice learners begin to recognize the significance of the creation process, leading them to increasingly sophisticated choices when matching information products with their information needs.
Knowledge Practices
Learners who are developing their information literate abilities
- articulate the capabilities and constraints of information developed through various creation processes;
- assess the fit between an information product’s creation process and a particular information need;
- articulate the traditional and emerging processes of information creation and dissemination in a particular discipline;
- recognize that information may be perceived differently based on the format in which it is packaged;
- recognize the implications of information formats that contain static or dynamic information;
- monitor the value that is placed upon different types of information products in varying contexts;
- transfer knowledge of capabilities and constraints to new types of information products;
- develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys.
Dispositions
Learners who are developing their information literate abilities
- are inclined to seek out characteristics of information products that indicate the underlying creation process;
- value the process of matching an information need with an appropriate product;
- accept that the creation of information may begin initially through communicating in a range of formats or modes;
- accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes;
- resist the tendency to equate format with the underlying creation process;
- understand that different methods of information dissemination with different purposes are available for their use.
FRAME: Information Has Value
Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.
The value of information is manifested in various contexts, including publishing practices, access to information, the commodification of personal information, and intellectual property laws. The novice learner may struggle to understand the diverse values of information in an environment where “free” information and related services are plentiful and the concept of intellectual property is first encountered through rules of citation or warnings about plagiarism and copyright law. As creators and users of information, experts understand their rights and responsibilities when participating in a community of scholarship. Experts understand that value may be wielded by powerful interests in ways that marginalize certain voices. However, value may also be leveraged by individuals and organizations to effect change and for civic, economic, social, or personal gains. Experts also understand that the individual is responsible for making deliberate and informed choices about when to comply with and when to contest current legal and socioeconomic practices concerning the value of information.
Knowledge Practices
Learners who are developing their information literate abilities
- give credit to the original ideas of others through proper attribution and citation;
- understand that intellectual property is a legal and social construct that varies by culture;
- articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;
- understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information;
- recognize issues of access or lack of access to information sources;
- decide where and how their information is published;
- understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online;
- make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.
Dispositions
Learners who are developing their information literate abilities
- respect the original ideas of others;
- value the skills, time, and effort needed to produce knowledge;
- see themselves as contributors to the information marketplace rather than only consumers of it;
- are inclined to examine their own information privilege.
frame: Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
Experts see inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. Many times, this process includes points of disagreement where debate and dialogue work to deepen the conversations around knowledge. This process of inquiry extends beyond the academic world to the community at large, and the process of inquiry may focus upon personal, professional, or societal needs. The spectrum of inquiry ranges from asking simple questions that depend upon basic recapitulation of knowledge to increasingly sophisticated abilities to refine research questions, use more advanced research methods, and explore more diverse disciplinary perspectives. Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods.
Knowledge Practices
Learners who are developing their information literate abilities
- formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information;
- determine an appropriate scope of investigation;
- deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations;
- use various research methods, based on need, circumstance, and type of inquiry;
- monitor gathered information and assess for gaps or weaknesses;
- organize information in meaningful ways;
- synthesize ideas gathered from multiple sources;
- draw reasonable conclusions based on the analysis and interpretation of information.
Dispositions
Learners who are developing their information literate abilities
- consider research as open-ended exploration and engagement with information;
- appreciate that a question may appear to be simple but still disruptive and important to research;
- value intellectual curiosity in developing questions and learning new investigative methods;
- maintain an open mind and a critical stance;
- value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process;
- seek multiple perspectives during information gathering and assessment;
- seek appropriate help when needed;
- follow ethical and legal guidelines in gathering and using information;
- demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations).
frame: Scholarship as Conversation
Learners who are developing their information literate abilities
- cite the contributing work of others in their own information production;
- contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session;
- identify barriers to entering scholarly conversation via various venues;
- critically evaluate contributions made by others in participatory information environments;
- identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge;
- summarize the changes in scholarly perspective over time on a particular topic within a specific discipline;
- recognize that a given scholarly work may not represent the only or even the majority perspective on the issue.
Dispositions
Learners who are developing their information literate abilities
- recognize they are often entering into an ongoing scholarly conversation and not a finished conversation;
- seek out conversations taking place in their research area;
- see themselves as contributors to scholarship rather than only consumers of it;
- recognize that scholarly conversations take place in various venues;
- suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood;
- understand the responsibility that comes with entering the conversation through participatory channels;
- value user-generated content and evaluate contributions made by others;
- recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage.
frame: Searching as Strategic Exploration
Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.
The act of searching often begins with a question that directs the act of finding needed information. Encompassing inquiry, discovery, and serendipity, searching identifies both possible relevant sources as well as the means to access those sources. Experts realize that information searching is a contextualized, complex experience that affects, and is affected by, the cognitive, affective, and social dimensions of the searcher. Novice learners may search a limited set of resources, while experts may search more broadly and deeply to determine the most appropriate information within the project scope. Likewise, novice learners tend to use few search strategies, while experts select from various search strategies, depending on the sources, scope, and context of the information need.
Knowledge Practices
Learners who are developing their information literate abilities
- determine the initial scope of the task required to meet their information needs;
- identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information;
- utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;
- match information needs and search strategies to appropriate search tools;
- design and refine needs and search strategies as necessary, based on search results;
- understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information;
- use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;
- manage searching processes and results effectively.
Dispositions
Learners who are developing their information literate abilities
- exhibit mental flexibility and creativity
- understand that first attempts at searching do not always produce adequate results
- realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search
- seek guidance from experts, such as librarians, researchers, and professionals
- recognize the value of browsing and other serendipitous methods of information gathering
- persist in the face of search challenges, and know when they have enough information to complete the information task
Framework for Information Literacy for Higher Education
Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016.
Information Literacy Standards for Science and Engineering/Technology By The ALA/ACRL/STS Task Force on Information Literacy for Science and Technology
Full description of the new information literacy framework for Science and technology.
Information Literacy Competency Standards for Nursing
Approved by the ACRL Board of Directors, October 2013. “The standards directly address the information skills needed by nursing students at the associate, baccalaureate, master’s and doctoral levels and are written for nursing faculty and librarians who support nursing programs and nursing students in academic settings. However, because many nursing students are also practicing nurses, the skills described in the standards can be used for continuing education in the nursing profession.”
Information Literacy Standards for Anthropology and Sociology Students
by the ALA / ACRL / ANSS (Anthropology and Sociology Section) Instruction and Information Literacy Committee Task Force on IL Standards
Approved by the ACRL Board, January 15, 2008. “The ANSS Information Literacy Standards for Anthropology and Sociology Students, although based on the ACRL document, has the perspective of the research processes, knowledge base, methodologies, and search tools used in anthropology (including its four fields of cultural, biological, and linguistic anthropology, and archaeology) and sociology (including criminology and demography).”
General Information Literacy Overview, Guidelines, Objectives, Standards
- Standards and Guidelines for College and University Libraries from ACRL (The Association of College and Research Libraries)
- Literacy Competency Standards for Higher Education
- Michigan Standards and Benchmarks for K-12 students
Sample Tutorials and Guidelines
- PILOT – Sacramento City College library’s tutorial regarding information literacy and research.
- University of California Libraries– Self-paced student guide about the research process from choosing a topic to the bibliography page, includes quick exercises for each step in the research process.
- Tutorial for Information Power – TIP, is an interactive, web-based tutorial designed to introduce students to information literacy concepts created by University of Wyoming Libraries
- The Information Cycle– Penn State Libraries
- Plagiarism Presents – Rutgers University video tutorials
- A Plagiarism Tale – University of Bergen (Norway). It is in Norwegian, but has sub-titles.
- A Fair(y) Use Tale — Disney Parody explanation of Fair Use Law and Fair Use application.
Information Literacy Lesson Plans
ACRL Framework for Information Literacy Sandbox: Contains database of resources like lesson plans, writing prompts, grading rubrics, worksheets and tutorials for multiple disciplines. Most lessons are for single class sessions. NOTE: A majority of the resources are Creative Commons licensed and free to incorporate into your class. Use link at top of each resource or open attachments to fully access materials.
Activity and Lesson Plans
Exploring Expertise by Cristy Moran. ” Students are provided a scenario wherein they must research the names of experts quoted in different online news articles (topic: prescription drug abuse). They must show that they have researched the “expert.” ”
Evaluating Claims- Pseudoscience and Conspiracy Theories by Cristy Moran. Evaluating the credibility of sources through searching library database resources and the internet through the topic of pseudoscience (Feng Sui) and conspiracy theories (JFK assassination).
Critical Thinking in Action: Sustainability by Cristy Moran. Using the a topic from the field of sustainability (or choose your own theme), students will review and evaluate a brief video, essay, commentary or editorial and an informative article or reference entry using the Elements of Thought and Logic as outlined by the Foundation for Critical Thinking.
Copyright
- ALA Copyright Information
- Know Your Copyright: Using Copyrighted Works in Academic Settings
- Copyright Clearance Center
- Fair Use Week Resources
- ACRL Library Guide for Fair Use in Higher Education
- Best Practices for Fair Use PDF from ACRL
- Fair Use in Seven Words 2 min Video
- Fair Use for the Visual Arts
- Fair Use at Work in the Visual Arts: 6 minute video covering fair use rules regarding use of art images or copyright work in research assignments, art projects, classroom instruction and online instruction.
Primo ve (catalog)
The online discovery catalog, PrimoVE, is available from any computer with Internet access. WebVoyage catalog includes holdings from the Maki Library, Northern Michigan University and Lake Superior State University. You may also access our e-book collection directly through the catalog on campus, off of campus you may view e-books remotely by entering your username and password when prompted.
Periodicals
The library subscribes to a number of print and electronic periodicals. Find the titles of physical periodicals in the library catalog, Primo VE. Electronic periodicals are located within the databases. Please make an interlibrary loan request for titles we do not have in our collection.
Electronic Resources
The Library has access to a number of subscription databases, including an academic film database. Some are provided to all Michigan libraries as part of the Michigan eLibrary (MeL) program. Some we subscribe to ourselves. Most of them may also be accessed off-campus, just go to the Maki Library website, when you click on a link for a particular database, a pop-up screen will ask for a username and password. Use your Finlandia network login here (not your e-mail) to access the database. Films on Demand has a separate username and password for remote access, please contact us for off-campus access.
Interlibrary Loan
Finlandia students, faculty, staff, and former students may request materials from other libraries through Interlibrary Loan (ILL). Other borrowers are requested to use their local public library. Patrons can borrow materials from libraries in Michigan and across the nation. Patrons can initiate ILL requests from Michigan libraries through Mel.org/MelCat with their library barcode. If you do not have a barcode please see the Maki Library staff and we will issue you one. The library staff can also place ILL requests for patrons. ILL forms are available at the Maki library, on the Requests and Reservations webpage. Please call or e-mail if you have any questions.
Course Reserve
We welcome you to put materials on reserve for your students. To do so, please fill out a reserve form which is available at the library circulation desk and submit your form along with your materials. An electronic form can be found on the Requests and Reservations webpage. Library Staff can place items on reserve. Loan period options for reserve materials are: In Library Only / Overnight / 3 Day / 1 Week, other due dates can be arranged.
Computers and Internet Access
The Library has more than 20 Internet-accessible computers available for students and others to use. Academic use has priority over recreational use, students have priority over community courtesy card patrons. All of the computers have Microsoft Office software installed. Faculty and staff may print for free from library computers. Students are given two print and copy cards per semester; each is worth 96 pages. Color copies or prints will be worth 2 pages. If you would like to bring your class to the Library to use the computers, please contact us and we will reserve an appropriate number of computers for use by your students. You may also make requests via the Requests and Reservations webpage.
Contact the International School of Business Administrative Assistant, to reserve the Business Computer Lab that is located in the Maki Library. A schedule of class times and reservations of the business lab is posted outside the lab.
Checking Out Materials
A bar coded Finlandia ID or Library Card is needed to check out materials. Library cards can be issued on site, you will be able to use the library immediately. Faculty may check most materials out until the end of the current semester. A few items, such as Audiobooks or DVDs, circulate for 3 days.
TVs / VCRs
There are TVs and VCRs placed on carts in a number of locations around campus. Several of these also include DVD players. The locations for these combos are:
- Library Conference Room – includes DVD player – reservations required for the room
- Mannerheim 121
- Nikander 2nd Floor: N-24 – includes DVD player – reservations required
- Nikander 2nd Floor: N-29
- Wargelin 2nd Floor – includes DVD player – reservations required
- Wargelin 303
Other Audio-visual Equipment
- Multimedia projectors
- Laptop computers
- DVD player and RF converter for use with older TVs
- VCR player
- Region-free DVD player, plays non-US formatted DVDs
- USB Remote for laptops
- Web Camera
- Boom Box
- Tape players and recorders
- Video cameras
- Slide projectors
- Digital cameras
- Jump drives
- Overhead Projectors (Most of the classrooms on campus have overhead projectors and screens in place.)
Equipment Available For Use in the Library
- Lamination machine- there is a department charge of .50/linear ft for items under 8 1/2″ x 11″, $1.00/linear ft for posters & maps.
- Ellison Lettering Machine- to punch out letters and numbers for bulletin boards or posters. Students are also welcome to use the Ellison machine.
Reserving Library Equipment
If you need pieces of equipment from the Library for a class or program, you need to reserve it by calling or e-mailing us at maki.library@finlandia.edu. Or use the online form on the Requests and Reservations webpage. Please do this at least one working day in advance of when you need it. If you wish, the Library staff will deliver and pick up the equipment. If you have made a room reservation through Maintenance that includes a-v equipment, you also need to reserve that equipment directly with the Library to assure availability at your desired time.
Burned Out Bulbs and Repairs
Please notify a Library staff member ASAP if a piece of equipment needs a new bulb or has some other malfunction. You may also contact the IT department at the REMC1 support website.
Information Literacy Instruction
We would like to work with you to enhance classroom instruction to include information literacy components in some of your assignments. We are also happy to provide your class with specific library instructional sessions, either catered to an assignment or to learn specific research skills such as paraphrasing, identifying primary sources, how to read scholarly journal articles, etc. Call Rebecca at 487-7253 to arrange for a session.
NEW Activity based instructional sessions for the following topics:
- Using the Library Catalog, WebVoyage
- Using Databases
- Types of Sources: Popular vs. Scholarly
- Cite it Right: Paraphrasing, Summarizing, Direct Quotes
- Evaluating Sources for Credibility: CRAAP test
- Creating a Reference or Works Cited bibliography
Please see the Information Literacy section below for more detailed information including: updated 2016 Information Literacy Framework, Classroom Activity Assignments and Worksheets, Tutorials and videos.
Selecting and Purchasing Materials for the Library
The library is here for the students and for you. We hope to have resources available for the students which are integral to their academic endeavors. We also are here for your professional information needs. We welcome your suggestions for purchase of new materials and resources.
Library Conference Room
The Library has a Conference Room, which may be reserved by contacting the Library. The room has a TV / VCR/DVD, overhead, screen, and blackboard. It is also a place where students can study or watch videos/DVDs.
Photocopier
The library’s copier is available for faculty and students. Faculty may make copies, and charge them to their department. Students are charged 10 cents per page. Scanning and emailing pdfs is also available.
Fax Machine
Faculty, students, and others may receive faxes. There may be a charge.
The Framework for Information Literacy for Higher Education (2015), is among the guiding documents about information literacy developed by the Association of College & Research Libraries (ACRL). The Framework is organized into six frames, each outlining a concept central to information literacy.
The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions.
Quick Visual Guide to the New Information Literacy Framework is linked for each frame. Creative Commons copyright, created by Cynthia Tysick.
Frame: Authority is Constructed & Contextual
Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
Experts understand that authority is a type of influence recognized or exerted within a community. Experts view authority with an attitude of informed skepticism and an openness to new perspectives, additional voices, and changes in schools of thought. Experts understand the need to determine the validity of the information created by different authorities and to acknowledge biases that privilege some sources of authority over others, especially in terms of others’ worldviews, gender, sexual orientation, and cultural orientations. An understanding of this concept enables novice learners to critically examine all evidence—be it a short blog post or a peer-reviewed conference proceeding—and to ask relevant questions about origins, context, and suitability for the current information need. Thus, novice learners come to respect the expertise that authority represents while remaining skeptical of the systems that have elevated that authority and the information created by it. Experts know how to seek authoritative voices but also recognize that unlikely voices can be authoritative, depending on need. Novice learners may need to rely on basic indicators of authority, such as type of publication or author credentials, where experts recognize schools of thought or discipline-specific paradigms.
Knowledge Practices
Learners who are developing their information literate abilities
- define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event);
- use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility;
- understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sources;
- recognize that authoritative content may be packaged formally or informally and may include sources of all media types;
- acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice;
- understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.
Dispositions
Learners who are developing their information literate abilities
- develop and maintain an open mind when encountering varied and sometimes conflicting perspectives;
- motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways;
- develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview;
- question traditional notions of granting authority and recognize the value of diverse ideas and worldviews;
- are conscious that maintaining these attitudes and actions requires frequent self-evaluation.
Frame: Information Creation as a Process
Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
The information creation process could result in a range of information formats and modes of delivery, so experts look beyond format when selecting resources to use. The unique capabilities and constraints of each creation process as well as the specific information need determine how the product is used. Experts recognize that information creations are valued differently in different contexts, such as academia or the workplace. Elements that affect or reflect on the creation, such as a pre- or post-publication editing or reviewing process, may be indicators of quality. The dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes. Recognizing the nature of information creation, experts look to the underlying processes of creation as well as the final product to critically evaluate the usefulness of the information. Novice learners begin to recognize the significance of the creation process, leading them to increasingly sophisticated choices when matching information products with their information needs.
Knowledge Practices
Learners who are developing their information literate abilities
- articulate the capabilities and constraints of information developed through various creation processes;
- assess the fit between an information product’s creation process and a particular information need;
- articulate the traditional and emerging processes of information creation and dissemination in a particular discipline;
- recognize that information may be perceived differently based on the format in which it is packaged;
- recognize the implications of information formats that contain static or dynamic information;
- monitor the value that is placed upon different types of information products in varying contexts;
- transfer knowledge of capabilities and constraints to new types of information products;
- develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys.
Dispositions
Learners who are developing their information literate abilities
- are inclined to seek out characteristics of information products that indicate the underlying creation process;
- value the process of matching an information need with an appropriate product;
- accept that the creation of information may begin initially through communicating in a range of formats or modes;
- accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes;
- resist the tendency to equate format with the underlying creation process;
- understand that different methods of information dissemination with different purposes are available for their use.
FRAME: Information Has Value
Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.
The value of information is manifested in various contexts, including publishing practices, access to information, the commodification of personal information, and intellectual property laws. The novice learner may struggle to understand the diverse values of information in an environment where “free” information and related services are plentiful and the concept of intellectual property is first encountered through rules of citation or warnings about plagiarism and copyright law. As creators and users of information, experts understand their rights and responsibilities when participating in a community of scholarship. Experts understand that value may be wielded by powerful interests in ways that marginalize certain voices. However, value may also be leveraged by individuals and organizations to effect change and for civic, economic, social, or personal gains. Experts also understand that the individual is responsible for making deliberate and informed choices about when to comply with and when to contest current legal and socioeconomic practices concerning the value of information.
Knowledge Practices
Learners who are developing their information literate abilities
- give credit to the original ideas of others through proper attribution and citation;
- understand that intellectual property is a legal and social construct that varies by culture;
- articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;
- understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information;
- recognize issues of access or lack of access to information sources;
- decide where and how their information is published;
- understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online;
- make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.
Dispositions
Learners who are developing their information literate abilities
- respect the original ideas of others;
- value the skills, time, and effort needed to produce knowledge;
- see themselves as contributors to the information marketplace rather than only consumers of it;
- are inclined to examine their own information privilege.
frame: Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
Experts see inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. Many times, this process includes points of disagreement where debate and dialogue work to deepen the conversations around knowledge. This process of inquiry extends beyond the academic world to the community at large, and the process of inquiry may focus upon personal, professional, or societal needs. The spectrum of inquiry ranges from asking simple questions that depend upon basic recapitulation of knowledge to increasingly sophisticated abilities to refine research questions, use more advanced research methods, and explore more diverse disciplinary perspectives. Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods.
Knowledge Practices
Learners who are developing their information literate abilities
- formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information;
- determine an appropriate scope of investigation;
- deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations;
- use various research methods, based on need, circumstance, and type of inquiry;
- monitor gathered information and assess for gaps or weaknesses;
- organize information in meaningful ways;
- synthesize ideas gathered from multiple sources;
- draw reasonable conclusions based on the analysis and interpretation of information.
Dispositions
Learners who are developing their information literate abilities
- consider research as open-ended exploration and engagement with information;
- appreciate that a question may appear to be simple but still disruptive and important to research;
- value intellectual curiosity in developing questions and learning new investigative methods;
- maintain an open mind and a critical stance;
- value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process;
- seek multiple perspectives during information gathering and assessment;
- seek appropriate help when needed;
- follow ethical and legal guidelines in gathering and using information;
- demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations).
frame: Scholarship as Conversation
Learners who are developing their information literate abilities
- cite the contributing work of others in their own information production;
- contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session;
- identify barriers to entering scholarly conversation via various venues;
- critically evaluate contributions made by others in participatory information environments;
- identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge;
- summarize the changes in scholarly perspective over time on a particular topic within a specific discipline;
- recognize that a given scholarly work may not represent the only or even the majority perspective on the issue.
Dispositions
Learners who are developing their information literate abilities
- recognize they are often entering into an ongoing scholarly conversation and not a finished conversation;
- seek out conversations taking place in their research area;
- see themselves as contributors to scholarship rather than only consumers of it;
- recognize that scholarly conversations take place in various venues;
- suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood;
- understand the responsibility that comes with entering the conversation through participatory channels;
- value user-generated content and evaluate contributions made by others;
- recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage.
frame: Searching as Strategic Exploration
Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.
The act of searching often begins with a question that directs the act of finding needed information. Encompassing inquiry, discovery, and serendipity, searching identifies both possible relevant sources as well as the means to access those sources. Experts realize that information searching is a contextualized, complex experience that affects, and is affected by, the cognitive, affective, and social dimensions of the searcher. Novice learners may search a limited set of resources, while experts may search more broadly and deeply to determine the most appropriate information within the project scope. Likewise, novice learners tend to use few search strategies, while experts select from various search strategies, depending on the sources, scope, and context of the information need.
Knowledge Practices
Learners who are developing their information literate abilities
- determine the initial scope of the task required to meet their information needs;
- identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information;
- utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;
- match information needs and search strategies to appropriate search tools;
- design and refine needs and search strategies as necessary, based on search results;
- understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information;
- use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;
- manage searching processes and results effectively.
Dispositions
Learners who are developing their information literate abilities
- exhibit mental flexibility and creativity
- understand that first attempts at searching do not always produce adequate results
- realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search
- seek guidance from experts, such as librarians, researchers, and professionals
- recognize the value of browsing and other serendipitous methods of information gathering
- persist in the face of search challenges, and know when they have enough information to complete the information task
Framework for Information Literacy for Higher Education
Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016.
Information Literacy Standards for Science and Engineering/Technology By The ALA/ACRL/STS Task Force on Information Literacy for Science and Technology
Full description of the new information literacy framework for Science and technology.
Information Literacy Competency Standards for Nursing
Approved by the ACRL Board of Directors, October 2013. “The standards directly address the information skills needed by nursing students at the associate, baccalaureate, master’s and doctoral levels and are written for nursing faculty and librarians who support nursing programs and nursing students in academic settings. However, because many nursing students are also practicing nurses, the skills described in the standards can be used for continuing education in the nursing profession.”
Information Literacy Standards for Anthropology and Sociology Students
by the ALA / ACRL / ANSS (Anthropology and Sociology Section) Instruction and Information Literacy Committee Task Force on IL Standards
Approved by the ACRL Board, January 15, 2008. “The ANSS Information Literacy Standards for Anthropology and Sociology Students, although based on the ACRL document, has the perspective of the research processes, knowledge base, methodologies, and search tools used in anthropology (including its four fields of cultural, biological, and linguistic anthropology, and archaeology) and sociology (including criminology and demography).”
General Information Literacy Overview, Guidelines, Objectives, Standards
- Standards and Guidelines for College and University Libraries from ACRL (The Association of College and Research Libraries)
- Literacy Competency Standards for Higher Education
- Michigan Standards and Benchmarks for K-12 students
Sample Tutorials and Guidelines
- PILOT – Sacramento City College library’s tutorial regarding information literacy and research.
- University of California Libraries– Self-paced student guide about the research process from choosing a topic to the bibliography page, includes quick exercises for each step in the research process.
- Tutorial for Information Power – TIP, is an interactive, web-based tutorial designed to introduce students to information literacy concepts created by University of Wyoming Libraries
- The Information Cycle– Penn State Libraries
- Plagiarism Presents – Rutgers University video tutorials
- A Plagiarism Tale – University of Bergen (Norway). It is in Norwegian, but has sub-titles.
- A Fair(y) Use Tale — Disney Parody explanation of Fair Use Law and Fair Use application.
Information Literacy Lesson Plans
ACRL Framework for Information Literacy Sandbox: Contains database of resources like lesson plans, writing prompts, grading rubrics, worksheets and tutorials for multiple disciplines. Most lessons are for single class sessions. NOTE: A majority of the resources are Creative Commons licensed and free to incorporate into your class. Use link at top of each resource or open attachments to fully access materials.
Activity and Lesson Plans
Exploring Expertise by Cristy Moran. ” Students are provided a scenario wherein they must research the names of experts quoted in different online news articles (topic: prescription drug abuse). They must show that they have researched the “expert.” ”
Evaluating Claims- Pseudoscience and Conspiracy Theories by Cristy Moran. Evaluating the credibility of sources through searching library database resources and the internet through the topic of pseudoscience (Feng Sui) and conspiracy theories (JFK assassination).
Critical Thinking in Action: Sustainability by Cristy Moran. Using the a topic from the field of sustainability (or choose your own theme), students will review and evaluate a brief video, essay, commentary or editorial and an informative article or reference entry using the Elements of Thought and Logic as outlined by the Foundation for Critical Thinking.
Copyright
- ALA Copyright Information
- Know Your Copyright: Using Copyrighted Works in Academic Settings
- Copyright Clearance Center
- Fair Use Week Resources
- ACRL Library Guide for Fair Use in Higher Education
- Best Practices for Fair Use PDF from ACRL
- Fair Use in Seven Words 2 min Video
- Fair Use for the Visual Arts
- Fair Use at Work in the Visual Arts: 6 minute video covering fair use rules regarding use of art images or copyright work in research assignments, art projects, classroom instruction and online instruction.
Information Literacy Instruction
We would like to work with you to enhance classroom instruction to include information literacy components in some of your assignments. We are also happy to provide your class with specific library instructional sessions, either catered to an assignment or to learn specific research skills such as paraphrasing, identifying primary sources, how to read scholarly journal articles, etc. Call Rebecca at 487-7253 to arrange for a session.
NEW Activity based instructional sessions for the following topics:
- Using the Library Catalog, WebVoyage
- Using Databases
- Types of Sources: Popular vs. Scholarly
- Cite it Right: Paraphrasing, Summarizing, Direct Quotes
- Evaluating Sources for Credibility: CRAAP test
- Creating a Reference or Works Cited bibliography
Please see the Information Literacy section below for more detailed information including: updated 2016 Information Literacy Framework, Classroom Activity Assignments and Worksheets, Tutorials and videos.
Selecting and Purchasing Materials for the Library
The library is here for the students and for you. We hope to have resources available for the students which are integral to their academic endeavors. We also are here for your professional information needs. We welcome your suggestions for purchase of new materials and resources.
Library Conference Room
The Library has a Conference Room, which may be reserved by contacting the Library. The room has a TV / VCR/DVD, overhead, screen, and blackboard. It is also a place where students can study or watch videos/DVDs.
Photocopier
The library’s copier is available for faculty and students. Faculty may make copies, and charge them to their department. Students are charged 10 cents per page. Scanning and emailing pdfs is also available.
Fax Machine
Faculty, students, and others may receive faxes. There may be a charge.
The Framework for Information Literacy for Higher Education (2015), is among the guiding documents about information literacy developed by the Association of College & Research Libraries (ACRL). The Framework is organized into six frames, each outlining a concept central to information literacy.
The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions.
Quick Visual Guide to the New Information Literacy Framework is linked for each frame. Creative Commons copyright, created by Cynthia Tysick.
Frame: Authority is Constructed & Contextual
Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
Experts understand that authority is a type of influence recognized or exerted within a community. Experts view authority with an attitude of informed skepticism and an openness to new perspectives, additional voices, and changes in schools of thought. Experts understand the need to determine the validity of the information created by different authorities and to acknowledge biases that privilege some sources of authority over others, especially in terms of others’ worldviews, gender, sexual orientation, and cultural orientations. An understanding of this concept enables novice learners to critically examine all evidence—be it a short blog post or a peer-reviewed conference proceeding—and to ask relevant questions about origins, context, and suitability for the current information need. Thus, novice learners come to respect the expertise that authority represents while remaining skeptical of the systems that have elevated that authority and the information created by it. Experts know how to seek authoritative voices but also recognize that unlikely voices can be authoritative, depending on need. Novice learners may need to rely on basic indicators of authority, such as type of publication or author credentials, where experts recognize schools of thought or discipline-specific paradigms.
Knowledge Practices
Learners who are developing their information literate abilities
- define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event);
- use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility;
- understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sources;
- recognize that authoritative content may be packaged formally or informally and may include sources of all media types;
- acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice;
- understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.
Dispositions
Learners who are developing their information literate abilities
- develop and maintain an open mind when encountering varied and sometimes conflicting perspectives;
- motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways;
- develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview;
- question traditional notions of granting authority and recognize the value of diverse ideas and worldviews;
- are conscious that maintaining these attitudes and actions requires frequent self-evaluation.
Frame: Information Creation as a Process
Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
The information creation process could result in a range of information formats and modes of delivery, so experts look beyond format when selecting resources to use. The unique capabilities and constraints of each creation process as well as the specific information need determine how the product is used. Experts recognize that information creations are valued differently in different contexts, such as academia or the workplace. Elements that affect or reflect on the creation, such as a pre- or post-publication editing or reviewing process, may be indicators of quality. The dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes. Recognizing the nature of information creation, experts look to the underlying processes of creation as well as the final product to critically evaluate the usefulness of the information. Novice learners begin to recognize the significance of the creation process, leading them to increasingly sophisticated choices when matching information products with their information needs.
Knowledge Practices
Learners who are developing their information literate abilities
- articulate the capabilities and constraints of information developed through various creation processes;
- assess the fit between an information product’s creation process and a particular information need;
- articulate the traditional and emerging processes of information creation and dissemination in a particular discipline;
- recognize that information may be perceived differently based on the format in which it is packaged;
- recognize the implications of information formats that contain static or dynamic information;
- monitor the value that is placed upon different types of information products in varying contexts;
- transfer knowledge of capabilities and constraints to new types of information products;
- develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys.
Dispositions
Learners who are developing their information literate abilities
- are inclined to seek out characteristics of information products that indicate the underlying creation process;
- value the process of matching an information need with an appropriate product;
- accept that the creation of information may begin initially through communicating in a range of formats or modes;
- accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes;
- resist the tendency to equate format with the underlying creation process;
- understand that different methods of information dissemination with different purposes are available for their use.
FRAME: Information Has Value
Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.
The value of information is manifested in various contexts, including publishing practices, access to information, the commodification of personal information, and intellectual property laws. The novice learner may struggle to understand the diverse values of information in an environment where “free” information and related services are plentiful and the concept of intellectual property is first encountered through rules of citation or warnings about plagiarism and copyright law. As creators and users of information, experts understand their rights and responsibilities when participating in a community of scholarship. Experts understand that value may be wielded by powerful interests in ways that marginalize certain voices. However, value may also be leveraged by individuals and organizations to effect change and for civic, economic, social, or personal gains. Experts also understand that the individual is responsible for making deliberate and informed choices about when to comply with and when to contest current legal and socioeconomic practices concerning the value of information.
Knowledge Practices
Learners who are developing their information literate abilities
- give credit to the original ideas of others through proper attribution and citation;
- understand that intellectual property is a legal and social construct that varies by culture;
- articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;
- understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information;
- recognize issues of access or lack of access to information sources;
- decide where and how their information is published;
- understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online;
- make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.
Dispositions
Learners who are developing their information literate abilities
- respect the original ideas of others;
- value the skills, time, and effort needed to produce knowledge;
- see themselves as contributors to the information marketplace rather than only consumers of it;
- are inclined to examine their own information privilege.
frame: Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
Experts see inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. Many times, this process includes points of disagreement where debate and dialogue work to deepen the conversations around knowledge. This process of inquiry extends beyond the academic world to the community at large, and the process of inquiry may focus upon personal, professional, or societal needs. The spectrum of inquiry ranges from asking simple questions that depend upon basic recapitulation of knowledge to increasingly sophisticated abilities to refine research questions, use more advanced research methods, and explore more diverse disciplinary perspectives. Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods.
Knowledge Practices
Learners who are developing their information literate abilities
- formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information;
- determine an appropriate scope of investigation;
- deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations;
- use various research methods, based on need, circumstance, and type of inquiry;
- monitor gathered information and assess for gaps or weaknesses;
- organize information in meaningful ways;
- synthesize ideas gathered from multiple sources;
- draw reasonable conclusions based on the analysis and interpretation of information.
Dispositions
Learners who are developing their information literate abilities
- consider research as open-ended exploration and engagement with information;
- appreciate that a question may appear to be simple but still disruptive and important to research;
- value intellectual curiosity in developing questions and learning new investigative methods;
- maintain an open mind and a critical stance;
- value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process;
- seek multiple perspectives during information gathering and assessment;
- seek appropriate help when needed;
- follow ethical and legal guidelines in gathering and using information;
- demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations).
frame: Scholarship as Conversation
Learners who are developing their information literate abilities
- cite the contributing work of others in their own information production;
- contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session;
- identify barriers to entering scholarly conversation via various venues;
- critically evaluate contributions made by others in participatory information environments;
- identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge;
- summarize the changes in scholarly perspective over time on a particular topic within a specific discipline;
- recognize that a given scholarly work may not represent the only or even the majority perspective on the issue.
Dispositions
Learners who are developing their information literate abilities
- recognize they are often entering into an ongoing scholarly conversation and not a finished conversation;
- seek out conversations taking place in their research area;
- see themselves as contributors to scholarship rather than only consumers of it;
- recognize that scholarly conversations take place in various venues;
- suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood;
- understand the responsibility that comes with entering the conversation through participatory channels;
- value user-generated content and evaluate contributions made by others;
- recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage.
frame: Searching as Strategic Exploration
Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.
The act of searching often begins with a question that directs the act of finding needed information. Encompassing inquiry, discovery, and serendipity, searching identifies both possible relevant sources as well as the means to access those sources. Experts realize that information searching is a contextualized, complex experience that affects, and is affected by, the cognitive, affective, and social dimensions of the searcher. Novice learners may search a limited set of resources, while experts may search more broadly and deeply to determine the most appropriate information within the project scope. Likewise, novice learners tend to use few search strategies, while experts select from various search strategies, depending on the sources, scope, and context of the information need.
Knowledge Practices
Learners who are developing their information literate abilities
- determine the initial scope of the task required to meet their information needs;
- identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information;
- utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;
- match information needs and search strategies to appropriate search tools;
- design and refine needs and search strategies as necessary, based on search results;
- understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information;
- use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;
- manage searching processes and results effectively.
Dispositions
Learners who are developing their information literate abilities
- exhibit mental flexibility and creativity
- understand that first attempts at searching do not always produce adequate results
- realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search
- seek guidance from experts, such as librarians, researchers, and professionals
- recognize the value of browsing and other serendipitous methods of information gathering
- persist in the face of search challenges, and know when they have enough information to complete the information task
Framework for Information Literacy for Higher Education
Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016.
Information Literacy Standards for Science and Engineering/Technology By The ALA/ACRL/STS Task Force on Information Literacy for Science and Technology
Full description of the new information literacy framework for Science and technology.
Information Literacy Competency Standards for Nursing
Approved by the ACRL Board of Directors, October 2013. “The standards directly address the information skills needed by nursing students at the associate, baccalaureate, master’s and doctoral levels and are written for nursing faculty and librarians who support nursing programs and nursing students in academic settings. However, because many nursing students are also practicing nurses, the skills described in the standards can be used for continuing education in the nursing profession.”
Information Literacy Standards for Anthropology and Sociology Students
by the ALA / ACRL / ANSS (Anthropology and Sociology Section) Instruction and Information Literacy Committee Task Force on IL Standards
Approved by the ACRL Board, January 15, 2008. “The ANSS Information Literacy Standards for Anthropology and Sociology Students, although based on the ACRL document, has the perspective of the research processes, knowledge base, methodologies, and search tools used in anthropology (including its four fields of cultural, biological, and linguistic anthropology, and archaeology) and sociology (including criminology and demography).”
General Information Literacy Overview, Guidelines, Objectives, Standards
- Standards and Guidelines for College and University Libraries from ACRL (The Association of College and Research Libraries)
- Literacy Competency Standards for Higher Education
- Michigan Standards and Benchmarks for K-12 students
Sample Tutorials and Guidelines
- PILOT – Sacramento City College library’s tutorial regarding information literacy and research.
- University of California Libraries– Self-paced student guide about the research process from choosing a topic to the bibliography page, includes quick exercises for each step in the research process.
- Tutorial for Information Power – TIP, is an interactive, web-based tutorial designed to introduce students to information literacy concepts created by University of Wyoming Libraries
- The Information Cycle– Penn State Libraries
- Plagiarism Presents – Rutgers University video tutorials
- A Plagiarism Tale – University of Bergen (Norway). It is in Norwegian, but has sub-titles.
- A Fair(y) Use Tale — Disney Parody explanation of Fair Use Law and Fair Use application.
Information Literacy Lesson Plans
ACRL Framework for Information Literacy Sandbox: Contains database of resources like lesson plans, writing prompts, grading rubrics, worksheets and tutorials for multiple disciplines. Most lessons are for single class sessions. NOTE: A majority of the resources are Creative Commons licensed and free to incorporate into your class. Use link at top of each resource or open attachments to fully access materials.
Activity and Lesson Plans
Exploring Expertise by Cristy Moran. ” Students are provided a scenario wherein they must research the names of experts quoted in different online news articles (topic: prescription drug abuse). They must show that they have researched the “expert.” ”
Evaluating Claims- Pseudoscience and Conspiracy Theories by Cristy Moran. Evaluating the credibility of sources through searching library database resources and the internet through the topic of pseudoscience (Feng Sui) and conspiracy theories (JFK assassination).
Critical Thinking in Action: Sustainability by Cristy Moran. Using the a topic from the field of sustainability (or choose your own theme), students will review and evaluate a brief video, essay, commentary or editorial and an informative article or reference entry using the Elements of Thought and Logic as outlined by the Foundation for Critical Thinking.
Copyright
- ALA Copyright Information
- Know Your Copyright: Using Copyrighted Works in Academic Settings
- Copyright Clearance Center
- Fair Use Week Resources
- ACRL Library Guide for Fair Use in Higher Education
- Best Practices for Fair Use PDF from ACRL
- Fair Use in Seven Words 2 min Video
- Fair Use for the Visual Arts
- Fair Use at Work in the Visual Arts: 6 minute video covering fair use rules regarding use of art images or copyright work in research assignments, art projects, classroom instruction and online instruction.
Information Literacy Standards for Science and Engineering/Technology By The ALA/ACRL/STS Task Force on Information Literacy for Science and Technology
Full description of the new information literacy framework for Science and technology.
Information Literacy Competency Standards for Nursing
Approved by the ACRL Board of Directors, October 2013. “The standards directly address the information skills needed by nursing students at the associate, baccalaureate, master’s and doctoral levels and are written for nursing faculty and librarians who support nursing programs and nursing students in academic settings. However, because many nursing students are also practicing nurses, the skills described in the standards can be used for continuing education in the nursing profession.”
Information Literacy Standards for Anthropology and Sociology Students
by the ALA / ACRL / ANSS (Anthropology and Sociology Section) Instruction and Information Literacy Committee Task Force on IL Standards
Approved by the ACRL Board, January 15, 2008. “The ANSS Information Literacy Standards for Anthropology and Sociology Students, although based on the ACRL document, has the perspective of the research processes, knowledge base, methodologies, and search tools used in anthropology (including its four fields of cultural, biological, and linguistic anthropology, and archaeology) and sociology (including criminology and demography).”
General Information Literacy Overview, Guidelines, Objectives, Standards
- Standards and Guidelines for College and University Libraries from ACRL (The Association of College and Research Libraries)
- Literacy Competency Standards for Higher Education
- Michigan Standards and Benchmarks for K-12 students
Sample Tutorials and Guidelines
- PILOT – Sacramento City College library’s tutorial regarding information literacy and research.
- University of California Libraries– Self-paced student guide about the research process from choosing a topic to the bibliography page, includes quick exercises for each step in the research process.
- Tutorial for Information Power – TIP, is an interactive, web-based tutorial designed to introduce students to information literacy concepts created by University of Wyoming Libraries
- The Information Cycle– Penn State Libraries
- Plagiarism Presents – Rutgers University video tutorials
- A Plagiarism Tale – University of Bergen (Norway). It is in Norwegian, but has sub-titles.
- A Fair(y) Use Tale — Disney Parody explanation of Fair Use Law and Fair Use application.
Information Literacy Lesson Plans
ACRL Framework for Information Literacy Sandbox: Contains database of resources like lesson plans, writing prompts, grading rubrics, worksheets and tutorials for multiple disciplines. Most lessons are for single class sessions. NOTE: A majority of the resources are Creative Commons licensed and free to incorporate into your class. Use link at top of each resource or open attachments to fully access materials.
Activity and Lesson Plans
Exploring Expertise by Cristy Moran. ” Students are provided a scenario wherein they must research the names of experts quoted in different online news articles (topic: prescription drug abuse). They must show that they have researched the “expert.” ”
Evaluating Claims- Pseudoscience and Conspiracy Theories by Cristy Moran. Evaluating the credibility of sources through searching library database resources and the internet through the topic of pseudoscience (Feng Sui) and conspiracy theories (JFK assassination).
Critical Thinking in Action: Sustainability by Cristy Moran. Using the a topic from the field of sustainability (or choose your own theme), students will review and evaluate a brief video, essay, commentary or editorial and an informative article or reference entry using the Elements of Thought and Logic as outlined by the Foundation for Critical Thinking.
Copyright
- ALA Copyright Information
- Know Your Copyright: Using Copyrighted Works in Academic Settings
- Copyright Clearance Center
- Fair Use Week Resources
- ACRL Library Guide for Fair Use in Higher Education
- Best Practices for Fair Use PDF from ACRL
- Fair Use in Seven Words 2 min Video
- Fair Use for the Visual Arts
- Fair Use at Work in the Visual Arts: 6 minute video covering fair use rules regarding use of art images or copyright work in research assignments, art projects, classroom instruction and online instruction.