Santa, The Easter Bunny And The Information Literacy Class
Here’s my quiz question for you. What do Santa Claus, the Easter Bunny and an information literacy class all have in common? That’s right. They are all a figment of your imagination.
If you still believe in Santa or the Easter Bunny, well go right ahead. I don’t see any harm in it. But let me argue that there is no such thing as an information literacy class, and that futhermore, we do ourselves a disservice when using that terminology. “Information literacy class” implies that when students walk out the door they are information literate. After all, the students just sat through an academic librarian’s 50 to 90 minutes of information literacy instruction, so therefore they must now be information literate. Sounds kind of ridiculous doesn’t it. So why are so many academic librarians referring to their instruction time with students as information literacy classes? Does it sound more authoritative? Will it fool the accreditors? I just don’t get it, and this is about more than quibbling over semantics.
Here’s the disservice part. No student becomes information literate in a single class or a few classes or even a semester of exposure to information literacy classes. When we promote what is really a single instruction event to faculty as an information literacy class we perpetuate the myth that students can become information literate in a single class. It’s then no surprise to hear faculty asking why librarians need to come to the sophomore writing courses. “But you gave them your information literacy class when they took the freshman introduction to writing seminar. They’re information literate now, right.”
Wrong. Information literacy is a program or initiative created and implemented by a team of academic librarians in collaboration with faculty and administrators. Whether you design it to be compartmentalized or distributed, it is intended to be tiered and delivered across the curriculum. There should be stated outcomes and a plan for assessing whether those outcomes are achieved. And information literacy should be designed to create long-term change in the affective domain. That is the learning domain where values are shaped over many years. Value systems are unchanged in the short term, and certainly not in a single class. Learning experts tell us that creating a shift in a student’s value system is a long-term proposition. Veteran information literacy librarians know it can take years for undergraduates to internalize those qualities that define being information literate. So let’s not delude ourselves or anyone on our campuses that there is such a thing as an information literacy class.
Call those classes what they are – library instruction sessions – research instruction sessions – or research skills sessions. But do make it clear to your faculty and administrators that the sessions are where the rubber of your information literacy initiative meets the road. It is within those sessions that specific articulated objectives, each connected in some small way to a much larger outcome, help students develop the research skills and values that over time and in a cumulative fashion will have them leaving your institution as information literate lifelong learners.
The information literacy class? It’s time we get a grip on reality and realize it doesn’t exist.