Architecture & Design: Information Literacy

• Do you or  your students, Only summarize or closely paraphrase with minimal critical thinking? Cite too much web material with inconsistent formatting? Write with weak grammar and structure? Show difficulty organizing and recalling source material? Then they will benefit from developing information literacy.
• Information Literacy skills may be integrated into courses in a variety of ways. 
• Embedded Librarians collaborate with you to develop measurable objectives, lessons, exercises to foster aspects of information literacy. This practice stems from the threshold concepts outlined in the Framework for Information Literacy by the Association of College and Research Libraries.  

Contact the Library to learn more about integrating this unique skill set into assignments.

Accrediting Organizations Acknowledge the Importance of Information Literacy:

• New Middle States accreditation requirements include the provision that all programs, at all levels, align with a common set of learning and achievement goals for the institution. One essential learning outcome for all NYIT students;  Achieve proficiency in oral and written communication, scientific and quantitative reasoning, critical analysis, technological competency, and information literacy. (MSCHE, Standard III, 5.a)
• The National Architectural Accrediting Board criteria points directly to Information Literacy whereas,

  • Student Performance Criteria (A.3) listed in the 2014 Conditions for Accreditation: “Investigative Skills: Ability to gather, assess, record, and comparatively evaluate relevant information and performance in order to support conclusions related to a specific project or assignment.”  which as Barbara Opar, points out, NAAB has paraphrased the Association of College and Research Libraries’ definition, 

    “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.”

• Council for Interior Design Accreditation Professional Standards (CIDA)- Professional Standard for Education Programs in Interior Design

  • Standard 8 refers to the design process whereas, Design Process Interior designers employ all aspects of the design process to creatively solve a design problem. which includes, 

    • h) Students understand the importance of evaluating the relevance and reliability of information and research impacting design solutions.(4)  

    • Guidance: Refers to the understanding of the quality of sources for information and research, the availability of multiple sources, and/or triangulating.