"Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning." ACRL Framework for Information Literacy for Higher Education
We recommend focusing on four of the six frames in a first year seminar context.
"From many Writing Associates' observations, students seem to be having trouble figuring out how to do research, as well as finding good sources. Especially for classes with students who are new to the field, providing explicit instruction on how to find sources that are relevant would be very helpful. Students often came in not knowing how to find sources, as well as how to distinguish sources that were "good" and helpful." Ryo Adachi, Fall '22 Oberlin Writing Center Summary Report
There is often a significant difference between how the research process is taught at the high school level and how Oberlin students will be expected to be able to perform in inquiry based assignments beginning in 100-level classes. The First Year Seminar provides a unique opportunity to get students thinking at a college level about:
The most authentic and comprehensive way to prepare students for later college research is, of course, including a research or inquiry based assignment in the first year seminar. However, if that doesn't fit your course goals, you can also foster information literacy skills in students through in-class discussions and activities. Ensuring that students engage with the format, structure, and use of evidence in assigned readings in addition to the content will help lay a foundation for their own writing and research.