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Augustana Plan for the Integration of Information Literacy (APIIL)

Information literacy instruction and assessment ideas for faculty to use in undergraduate courses and programs

Introduction to this Guide

What has changed with the Augustana Plan for the Integration of Information Literacy (APIIL):

  • Videos, instruction and activity ideas, and assignments are now organized by six broad concepts, based on the Association of College and Research Libraries (ACRL)'s Framework for Information Literacy for Higher Education. Details about the concepts can be found further down on this page and in the navigation menu on the left.
  • Previously, levels of difficulty were categorized into "steps." Now, within each of the six concepts, resources are categorized as "Introductory," "Intermediate," or "Advanced." Details about each of these levels of difficulty can be found further down on this page.

What hasn't changed:

  • FYS is still the first "step" of APIIL; most of the content will stay consistent with previous years.
  • The resources here are still meant to help you integrate information literacy learning outcomes at appropriate places within your programs.
  • Augustana's librarians can still offer library instruction in your courses or collaborate with you on ideas that you would like to integrate.

Background and Context

This guide provides resources for integrating information literacy (IL) into Augustana’s curriculum, using concepts from the ACRL's Framework for Information Literacy for Higher Education. Augustana’s Librarians have identified key learning outcomes and curated relevant online resources, instruction ideas, and assignments. The guide includes examples that faculty can integrate independently or in collaboration with the librarians in order to meet IL learning outcomes. Ideas can be implemented in individual courses and can be scaffolded throughout programs. We welcome opportunities to meet with faculty to discuss integration of IL in your courses and programs.

The guide starts with information about the library components of Augustana's First Year Seminar (FYS) courses. All FYS courses include information literacy learning outcomes.

Six Concepts

The resources are organized into the following "frames," or concepts, and broad learning outcomes:

  • Authority is Constructed and Contextual

    • Evaluate information sources

    • Identify the contexts and value of different types of sources

    • Recognize the benefits and limitations of peer review

    • Articulate ways in which social contexts and structures privilege certain voices

  • Information Creation as a Process

    • Identify differences between types of information sources

    • Recognize processes involved in creating different types of information sources

  • Scholarship as Conversation

    • Perform critical close readings

    • Follow scholarly conversations

    • Examine the connections and ongoing narratives among information sources

    • Identify multiple perspectives for a given topic

  • Research as Inquiry

    • Form an appropriate research topic or question

    • Identify gaps in information and knowledge

  • Searching as strategic exploration

    • Identify broader, narrower, and related terms for key concepts

    • Use basic search strategies

    • Identify relevant databases and search engines

    • Use database features

  • Information Has Value

    • Credit sources through citation

    • Consider the value and power of information

    • Recognize personal information roles

    • Use citation management software

Levels of Difficulty

Instructional resources for courses beyond FYS include videos and tutorials, instruction and activities, and assignments. They are organized into three levels within each of the six concepts:

  • Introductory:
    • Novice-level approach to the concept, introduced after the First Year Seminar. In many programs, introductory resources will fit nicely into 100-level courses.
  • Intermediate:
    • Assumes some introductory knowledge of information literacy concepts. In many programs, intermediate resources will work for 200-level courses.
  • Advanced:
    • Sophisticated approach to information literacy concepts. In most programs, advanced resources will work best in 300- and 400-level courses.

More Information and Sources

If you want to use a particular learning outcome but don't see a resource that meets your needs, talk to a librarian! We can adapt and create more resources.

Sources for the ideas in this guide include, but are not limited to: