Information Literacy at Nicholls

Information Has Value

The Big Questions:

• What information do I create and what conscious or unconscious choices do I make with it?

• What information do I have access to and why? Do others have access to this information? Why or why not?

• How do I use information in a way that is considerate of both legal requirements and the skills, time, and effort needed to produce that information?

Understandings:

• Information is a commodity that should be disseminated at the direction of the information creator.

• Equal access to information is not guaranteed.

• Crediting original ideas through proper attribution and citation respects the rights of others as information creators.

• Intellectual property is a legal and social construct that varies by culture.

Student Learning Outcomes: The student will be able to...

• access the information they need.
• evaluate information and its sources critically.
• use information ethically and legally.
• analyze their own privileges in access to information.
• analyze barriers to participation in scholarly conversation.

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.