Purpose

The University of Houston Libraries’ Information Literacy Education Program is designed to embolden learners’ agency in the education process, encourage them to think critically about the sociocultural context of information, and facilitate their development as information creators. Our program encourages learners to critically reflect on the role of information in their lives both in and outside the classroom. We recognize our learners’ prior experience and existing knowledge and value their role in our IL Education Program.

Collaboration

We believe that meaningful partnerships and collaboration with faculty are essential to successfully integrating information literacy into the curriculum. To that end, we work closely with instructors to embed information literacy throughout major areas of study and course syllabi; consult on the design of assignments to incorporate information literacy; develop online learning experiences; embed library collections into the curriculum; and teach targeted classes focused on information literacy concepts and research abilities. We also work with faculty and librarians to integrate other related literacies (e.g. data literacy, primary source literacy) into undergraduate and graduate education. 

Assessment

The UH Libraries’ Information Literacy Education Program focuses on authentic, formative assessment that is built into the learning experience. We use assessment to improve our teaching, students’ learning, and the structure of our program. We view assessment as a collaborative endeavor between librarians, faculty, and students. 

The following learning outcomes guide our IL education program. Throughout their time at the University of Houston, undergraduate students will 

• Develop confidence in their role as information creators by valuing and building upon their existing knowledge.
• Pursue questions based on curiosity, personal relevance, prior knowledge, and the existing information landscape.
• Recognize that research is an iterative process requiring reflection, creativity, and persistence.
• Engage with a community of inquiry and the existing information landscape through information critique, analysis, and creation.
• Reflect on the role of information in their lives both in and out of the classroom.
• Acknowledge the sociocultural context of information to determine the processes, values, and power structures that shape it and its accessibility.
• Recognize that certain voices are underrepresented/marginalized within the processes of information production and dissemination.
• Explore and evaluate information with pragmatic skepticism, an open mind, and awareness of their own biases and perspectives.