University of Connecticut University of UC Title Fallback Connecticut

Information Literacy Competency

Click here to view Information Literacy Plans for each department.

Definition of Information Literacy Competency:

Information literacy involves a general understanding of and competency in three integrally related processes:

  • Information development and structure – an understanding of how information is created, disseminated and organized;
  • Information access – an understanding of information communication processes and a facility with the tools required to tap into these processes;
  • Information evaluation and integration – an ability to evaluate, synthesize and incorporate information into written, oral, or media presentations.

Entrance Expectations:


Exit Expectations:

Students should be able to meet the following expectations abstracted from the Information Literacy Competency Standards for Higher Education from the Association of College and Research Libraries. [Association of College and Research Libraries. (2003). Information literacy competency standards  for higher education. Retrieved February 25, 2003. See also Standards Toolkit]

1. Define and articulate information needs.
2. Compare and contrast information resources across a variety of formats (e.g., journal, book, website, database).
3. Identify and use primary sources of information.
4. Describe the procedures for using sources of information in the major field of study.
5. Select effective approaches for accessing information.
6. Implement an efficient and effective search strategy.
7. Develop expertise working with a variety of information sources.
8. Evaluate information for consistency, accuracy, credibility, objectivity, innovation, timeliness, and cultural sensitivity.
9. Synthesize main ideas to construct new concepts.
10. Ethically and legally acknowledge information sources, following discipline guidelines.
11. Incorporate the information in the planning and creation of a product or performance.
12. Use a variety of information technology applications to effectively communicate project outcomes.

These skills will first be developed at a basic level with incoming students and then in a more advanced, discipline-specific   manner within the majors. Basic information literacy will be taught to all freshmen as an integral part of ENGL 1010/1011, in collaboration with the staff of the University Libraries. Each major program will consider the information literacy competencies required of its graduates and build those expectations into the upper-level research and writing requirements in the major. These departmental   requirements must be approved at the College or School level, in the same way that new 2000+level courses are approved. The subject area specialists at the University Libraries will provide support.

Learning Modules:

The University Libraries will create a series of interactive learning modules that will equip students with the information   competencies that they need to succeed at the University of Connecticut. These modules will be integrated into the orientation program, the First Year Experience program and/or the first year composition courses. They will also be available for asynchronous learning at any time in the University Libraries or the Learning Center, and at the regional campuses.