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How can you teach information literacy research skills that are transferable to other contexts?

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Information literacy research skills are essential for finding, evaluating, and using information effectively and ethically. They can also help you develop critical thinking, problem-solving, and communication abilities that are valuable in any context. However, teaching these skills can be challenging, especially if you want to make them transferable to other situations and domains. In this article, you will learn some strategies and tips for teaching information literacy research skills that are transferable to other contexts.

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Emily Grace Le May

Public Librarian | Library Professor | Champion of Lifelong Learning & Inclusive Spaces

1 Define information literacy

Before you can teach information literacy research skills, you need to define what information literacy is and why it matters. Information literacy is the ability to recognize when information is needed and how to locate, access, evaluate, use, and communicate it appropriately. It is not just a set of technical skills, but also a mindset and a habit of mind that involves curiosity, creativity, and ethical awareness. Information literacy can help you achieve your personal, academic, and professional goals, as well as participate in democratic and civic processes.

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Rachel R J.
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Stimulating the curiosity of a student is the most important quality in research. We must have a real desire to find an answer by research. By fostering and directing natural curiosity towards any subject can develop a path. And I believe that any subject is sufficiently interesting to start the path towards information finding. In doing so a student will be able to understand more about themselves, how they think and what they need to do to solve problems.

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2 Align learning outcomes with standards

One way to ensure that your information literacy research skills are transferable to other contexts is to align them with widely recognized standards and frameworks. For example, you can use the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education, which identifies six core concepts and dispositions that underlie information literacy. These concepts are: authority is constructed and contextual, information creation as a process, information has value, research as inquiry, scholarship as conversation, and searching as strategic exploration. By using these concepts as learning outcomes, you can help your students understand the complexity and diversity of information practices and develop transferable skills and attitudes.

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Wyne Cler

Content Manager
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When I was a school librarian; my favorite way to teach information literacy skills was to collaborate with other teachers. Teaching research skills to grades 4–9 was exceptionally rewarding. 4th graders would conduct research for their Science Invertebrate unit both during Library and Science classes. Our flexible model allowed students to travel from one classroom to another to gather resources, ask questions and receive one on one guidance. All of the 4th—9th grade students were taught how to evaluate resources including the Internet and other digital sources. Other fun collabs included middle school History, Science, Math, English and Health/Wellness classes.

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3 Incorporate authentic tasks and scenarios

Another way to make your information literacy research skills transferable to other contexts is to incorporate authentic tasks and scenarios that reflect real-world situations and problems. For example, you can use case studies, simulations, problem-based learning, or service-learning projects that require your students to apply their information literacy research skills to address a specific issue or need. By doing so, you can help your students develop their research questions, identify their information needs, select and use appropriate sources and methods, evaluate and synthesize their findings, and communicate their results effectively and ethically.

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Meredith Eliassen

Associate Librarian, Lecturer/Special Collections Librarian at San Francisco State University
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The most authentic task to exercise information literacy is the practicing of synthesizing texts from relevant events, documents, and images. This is best done in small groups or peer-to-peer with a librarian as a guide not lecturer. The dynamic should not be lecturer-students, but facilitator-students. How students engage with information is through conversation speaking and listening is a dynamic that exercises transferable skills to writing and communicating ideas.

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4 Use metacognitive strategies and reflection

A third way to enhance the transferability of your information literacy research skills is to use metacognitive strategies and reflection that help your students monitor and evaluate their own learning process and outcomes. For example, you can use self-assessment tools, feedback mechanisms, portfolios, or journals that encourage your students to reflect on their strengths and weaknesses, their challenges and successes, their assumptions and biases, and their goals and achievements. By doing so, you can help your students become more aware of their own information literacy research skills, their progress and improvement, and their areas for further development.

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5 Foster collaboration and dialogue

A fourth way to foster the transferability of your information literacy research skills is to foster collaboration and dialogue among your students and with other stakeholders. For example, you can use group work, peer review, online discussions, or presentations that enable your students to share their information literacy research skills, experiences, and perspectives with others. By doing so, you can help your students learn from each other, exchange feedback, explore different viewpoints, and engage in scholarly and civic conversations.

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6 Provide opportunities for transfer and application

A fifth way to support the transferability of your information literacy research skills is to provide opportunities for your students to transfer and apply their skills to new and different contexts and domains. For example, you can use cross-disciplinary, cross-cultural, or cross-institutional projects, assignments, or activities that challenge your students to use their information literacy research skills in various settings and situations. By doing so, you can help your students recognize the relevance and value of their information literacy research skills, adapt and adjust their skills to different contexts and domains, and demonstrate their skills in diverse and meaningful ways.

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7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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Emily Grace Le May

Public Librarian | Library Professor | Champion of Lifelong Learning & Inclusive Spaces
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Teaching the importance of evaluating the credibility, authority, accuracy, and relevance of sources Fostering critical thinking and analysis by teaching students/patrons to recognize biases, identify logical fallacies, and consider multiple perspectives when evaluating information Providing hands-on training on using databases, library catalogs, and search engines effectively and emphasizing the universal nature of search skills Teaching proper citation methods and the importance of giving credit to original authors and the ethical considerations related to using and sharing information Most importantly, instilling a mindset of lifelong learning, emphasizing that information literacy is a continuous skill that evolves over time

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How can you teach information literacy research skills that are transferable to other contexts?

1

2

3

4

5

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1 Define information literacy

2 Align learning outcomes with standards

3 Incorporate authentic tasks and scenarios

4 Use metacognitive strategies and reflection

5 Foster collaboration and dialogue

6 Provide opportunities for transfer and application

7 Here’s what else to consider

Library Services

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How can you teach information literacy research skills that are transferable to other contexts?

1

2

3

4

5

6

7

1 Define information literacy

2 Align learning outcomes with standards

3 Incorporate authentic tasks and scenarios

4 Use metacognitive strategies and reflection

5 Foster collaboration and dialogue

6 Provide opportunities for transfer and application

7 Here’s what else to consider

Library Services

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