Skip to main content

Faculty Services: Home

Information Fluency -- by discipline frameworks

The new Framework for Information Fluency states that every discipline has a unique culture and paradigm ... and to be effective one must understand the tools, the techniques, the scholarly behaviors, and the weighted variables for any specific scholarly network.

While basic information fluency skills such as critical thinking, advanced navigation, information capture/organization/sharing, and data manipulation are relevant to all scholars, there are unique considerations for higher-level knowledge management in every community. The library attempts to integrate our skills and tools into the suite of information skills and tools developed within each discipline using subject pages, course-specific pages, point-of-need tutorials, and one-on-one consultation sessions. 

The library embeds a suite of short tutorials and two quizzes into Phil 140/150 to ensure that all freshman are introduced to basic library services. We can also provide advanced subject orientation as in-class visits, embedded tutorials, or one-on-one student sessions.

All our resources and approaches to information gathering, handling, and sharing are based on the Information Life Cycle concept —in which a researcher experiences changing roles and responsibilities,using associated information tools as he or she develops academic expertise and experience.  

Our Mission and Learning Goals

In support of Saint Xavier University, the Library provides access to information resources, facilitates their use, and reinforces the University values of academic integrity and lifelong learning.

Learning Goals for the Library

1. Types of Information: Students will be able to determine the nature and extent of the information needed to analyze a given topic, produce an academic paper or other work, or create a performance. The student must be able to address these questions effectively:

  • What depth of expertise do I desire?
  • What type of information do I need (facts, research reports, news, data, reviews, etc.)?
  • How comprehensive is my information need?

2. Access: Students will be able to access needed information effectively and efficiently, using resources and strategies appropriate to their need and discipline. The student must be able to address these questions effectively:

  • Which are the best tools to use based upon my specific information needs?
  • Have I developed a list of the best terms and combinations of concepts for this search?
  • Have I navigated among the best materials using keywords, subject headings, and citation histories?
  • Which system or software will help me capture, organize, retrieve, and share my information?

3. Evaluate: Students will be able to evaluate information and its sources critically and analytically, and incorporate selected information into their knowledge base and value system. The student must be able to address these questions effectively:

  • Have I applied the CRAAP test to my material?
  • Is this a credible source of information?
  • Is there another interpretation or viewpoint -- is this a balanced or biased perspective?
  • Is the information timely and accurate?
  • How does this new information change what I know?

4. Use: Students, as individuals or group members, will be able to use information effectively to create a specific academic paper, performance, or other work. The student must be able to address these questions effectively:

  • Do I integrate new and prior information into my world view?
  • Is this new material included in my academic paper, performance, or other work?
  • Am I able to reflect on my research  or development process to incorporate alternative strategies?
  • Do I present my materials appropriately in my academic paper, performance, or other work?
  • Do I effectively utilize personal management software that helps me capture, organize, retrieve, and share my information?

5. Act ethically and legally: Students will be able to articulate the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally. The student must be able to address these questions effectively:

  • Do I follow established intellectual property laws and policies?
  • Are there university policies about information gathering, use, or reproduction and dissemination?
  • Do I appropriately cite materials I use in my work, and follow a citation style appropriate for my discipline?
  • Do I share my materials with others in a creative (and legal) fashion?

 

How to Embed These Concepts

Considerations to help us decide how we will strategically incorporate these concepts:

  • One-time course-specific needs: embed into CANVAS modules
  • Repeated use after the course is completed: create a Course web page (in center of Subject Guide)
  • Use by more than one class: create a Concept or Theme web page (on right side of Subject Guide)

Information Literacy and Information Fluency


EMBEDDED COURSE TUTORIALS

The library embeds a suite of short tutorials and two quizzes into Phil 140/150 to ensure that all freshman are introduced to basic library services. In addition to traditional in-class visits and one-on-one student sessions, we also provide advanced subject orientation through a series of subject-specific embedded tutorials with associated quizzes.

New Faculty

Welcome to the Robert and Mary Rita Murphy Stump Library at Saint Xavier University.

New faculty can immediately use our book catalog and our other databases by entering their Campus ID; however, they must create a VuFind account in order to request items from other libraries within the I-Share consortium.  In addition, a separate ILLiad account is required to Borrow From Other Libraries outside the consortium.

Quick Help Tutorials:

Quick Help Links:

Copyright © 2013 | The Library at Saint Xavier University, 3700 W. 103rd St., Chicago, IL 60655 | Phone (773) 298-3352 | Fax (773) 298-5231 | Email: ask@sxu.libanswers.com | MyMail | MySXU