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D. Hiden Ramsey Library, University of North Carolina at Asheville

Research Support: Information Literacy Resources for Faculty

Information Literacy Competencies at UNC Asheville

As information literacy skills differ from discipline to discipline, academic departments at UNC Asheville are charged with determining information literacy standards and ensuring that graduates demonstrate information literacy competency.

Our librarians are available to assist in establishing departmental standards (based on standards in your discipline) as well as integrating IL into your curriculum, assessing IL programming, and determining student competency. Request a classroom workshop or custom research guide or contact us at to discuss how we can work together.

Information Literacy Video Course

Information Literacy

Log in through UNC Asheville, and then you will be directed to this course.

You may find it useful to assign's Information Literacy Course, or subsections of it, to your students.

Improve your information literacy. Learn about strategies for finding information—from a library, archive, database, or the Internet—and the ethics of using what you find.

Information Literacy Resource Links

Information Literacy in the Disciplines

AAC&U Information Literacy Value Rubric 

Information Literacy for Faculty & Administrators

Sample Assignments (University of Texas at Austin Libraries)

Information Literacy Toolkit (University of Texas at Austin Libraries)

Tutorial for Developing and Evaluating Assignments (University of Maryland, University College)

Effective Library Assignments (University of California at Berkley)

Creating Successful Research Skills Assignments (University of Pennsylvania Libraries)

Understanding Information Literacy (UNESCO)

Competency Standards for Information Literacy in Higher Ed

Determine the nature and extent of the information needed.
What is it you want to know?
What kind of information do you need?
How much information do you need?

Access needed information effectively and efficiently.
What is the best way to gather this information?
Am I using the best terms for this search?
Which search system or other resource will get me this information?

Evaluate information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Is this a credible source of information?
Is there another interpretation or point of view?
How does this new information change what I know?

The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
What is the best method for presenting this information?
Will this image convey the message I want?
Are these quotes supportive of my ideas?

Ethical / Legal
The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. This standard recognizes that students must be taught the social, economic and political issues surrounding information, specifically the ethical and legal uses of information and its technology.
Can I make a copy of this material?
What are the issues surrounding censorship?
Are there university policies about information gathering, use or reproduction and dissemination?

More detail and implementation ideas >

Framework for Information Literacy for Higher Ed

Authority Is Constructed and 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.

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.

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.

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.

Scholarship as Conversation
Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.

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.

Read more >

NCSU Information Literacy Videos

The NC State University Libraries also offer a set of instructional videos that may be useful for students.

The Big Picture