Information Literacy and Library Instruction

                
According to the Association of College & Research Libraries (AACRL) information literacy means you are able to:

• Determine the extent of information needed
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one's knowledge base
• Use information effectively to accomplish a specific purpose
• Understand the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally.

Basically, information literacy education is the act of students learning how to learn. This is the core of library instruction, as librarians must be information literate, and be able to understand how to learn new information literacies as they emerge. 

Relevant readings:

• Adebonojo, L. G. (2010). LibGuides: Customizing Subject Guides for Individual Courses. College & Undergraduate Libraries, 17(4), 398–412.
• Elmborg, James K. “Teaching at the Desk: Toward a Reference Pedagogy.” portal: Libraries and the Academy 2.3 (2002): 455-464.
• Leach, G. J., & Sugarman, T. S. (2005). Play to win! Using games in library instruction to enhance student learning. Research Strategies, 20(3), 191–203.
• Pritchard, P. A. (2010). The Embedded Science Librarian: Partner in Curriculum Design and Delivery. Journal of Library Administration, 50(4), 373–396.
• Walker, B. E. (2006). Using humor in library instruction. Reference Services Review, 34(1), 117–128.