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Digital Information Literacy Toolkit

This guide is for faculty seeking to add Digital Information Literacy Teaching and Learning to their courses.

Bibliography

Suggested Articles

Jacobson, T. E., & Mackey, T. P. (2013). Proposing a Metaliteracy Model to Redefine Information Literacy. Communications in Information Literacy, 7(2), 84–91. 

  • Article Link
  • From the abstract: Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities.
  • Librarian comment: Jacobson and Mackey wrote the foundational article on Metaliteracy in 2011 (listed below), and this is a succinct introduction as well as adding elements of metaliteracy in practice.

Gallardo-Echenique, E. E., de Oliveira, J. M., Marqués-Molias, L., & Esteve-Mon, F. (2015). Digital Competence in the Knowledge Society. MERLOT Journal of Online Teaching and Learning, 11(1). 

  • Article Link
  • From the abstract: …digital competence has become a key concept in discussions on the kind of skills and understanding learners need in the Knowledge Society. The concept has been interpreted in various ways… hence the authors provided a literature review to classify terminology.
  • Librarian comment: Located on page 10 is a good visual representation of the issues surrounding this discussion, as well as the table on page 11 which distinguishes digital competence and literacy. 

Mackey, T. P., & Jacobson, T. E. (2011). Reframing Information Literacy as a Metaliteracy. College & Research Libraries, 72(1), 62–78. DOI:

  • Article Link
  • From the abstract: Metaliteracy is an overarching and self-referential framework that integrates emerging technologies and unifies multiple literacy types. This redefinition of information literacy expands the scope of generally understood information competencies and places a particular emphasis on producing and sharing information in participatory digital environments.
  • Librarian comment: This foundational article established an encompassing definition for information literacy that was critically important in moving Association of College and Research Libraries (ACRL) Information Literacy Standards away from a skills-based approach to a wholistic framework (listed below).

Lombard, E. (2016). Information Fluency: Not Information Literacy 2.0. The Journal of Academic Librarianship, 42(3), 281–283. DOI:

  • Article Link
  • From the abstract: A review of information fluency literature reveals emphases on defining it, and the importance of collaboration.
  • Librarian comment: a short article that reinforces the expansiveness of these IL discussions as well as reinforces the importance of collaboration and commitment across campus stakeholders.

 

SBHE @UND

Definition

  • Digital Literacy is the ability to use technology to find information, evaluate sources, create content, and communicate with others effectively. It’s a skill set used to navigate the new technological paradigm in which society operates - SBHE Policy 461.

Learning Outcomes

  1. Evaluate and interpret the accuracy, credibility, and relevance of digital information;
  2. Describe the ways in which society and culture interact with digital technology;
  3. Demonstrate the knowledge to use digital technology safely and ethically at a basic level;
  4. Understand the applicability of digital literacy and artificial intelligence to the current and emerging workforce.

History

  • Spring 2023 the State Board of Higher Education (SBHE) issues Policy 461, requiring that NDUS institutions make a digital literacy requirement for all associate and baccalaureate-level programs
  • Fall 2023 the Essential Studies Committee (ESC) voted to explore how a new Special Emphasis Requirement, if added to the ES Program, could address the academic learning outcomes of the SBHE policy. A 40-person Working Group, with staff and faculty representatives from across campus starting work on crafting a recommendation for implementation.
  • Spring 2024 the University Senate approved the UND Requirements proposed by the ESC. With funding from the Provost's office, workshops with faculty, librarians and instructional designers begin.
  • Fall 2024 a few select "fast-track" courses validated for Digital Information Literacy Special Emphasis. Validations to expand course offering in this special emphasis begins.

UND Implementation

The Essential Studies program requires that students—starting with all first-time college students beginning in Fall 2024 and all new transfer students beginning in Fall 2025 must:

  • Take a Special Emphasis course in Digital Information Literacy to address outcomes a, b and d; ethical aspects from c
  • Complete self-paced modules to address outcome c.

Faculty can validate courses for the ES Digital Information Literacy Special Emphasis Area

  • Information Literacy Learning Goal (original to ES)
  • Digital Information Literacy Special Emphasis (new)

The rest of the guide provides helpful information.