Photo by Flickr user Hammer51012

Picture it, a higher education institution, 2009. The sun is shining. It’s a warm summer day. Your iced coffee perspires on the desk in front of you. You are a faculty librarian participating in a workshop with other faculty members on outcomes-based assessment for teaching and learning. You’re excited to make the leap from routine library orientations to in-class assignments centered around information literacy concepts, which will help improve your instructional sessions and place students on the continuum towards mastery of information literacy concepts. Suddenly, the conversation turns to the topic of the learning outcome for information literacy.
“How is information literacy any different from critical thinking?”
“Couldn’t we just get rid of information literacy since it shares similar outcomes with critical thinking?”
Wait, what?!?
Immediately, your head starts reeling with the national standards of the Association of College and Research Libraries, various statewide initiatives that have mobilized to embed [...]

Source: Heather Davis