Mission of the Library: The mission of the James White Library is to support
the mission of Andrews University by providing bibliographic, physical and
intellectual access to recorded knowledge and information.
Library service is part of the university goal of developing the
whole being of students and faculty. The library has a primary
responsibility to support instructional, service and research
programs of Andrews University through the acquisition,
organization, and maintenance of appropriate information
resources, including access to appropriate electronic resources.
The library also accepts a broad responsibility for the support
and upgrading of the libraries of Adventist educational
institutions around the world.
Goal and Objectives
Definition of Information Literacy: Information literacy is the ability
to recognize a need for information; locate, evaluate, manage, and use
that information effectively and ethically.
Information Literacy Mission: It is the mission of the James White
Library information literacy program to develop an awareness of
information literacy across the curriculum and teach lifelong skills
needed to identify information needs, locate, evaluate, manage, and use
the information resources accessible in the library effectively and
ethically. This involves educating and working with faculty to integrate
information literacy into the curriculum and gaining the support of
Competency Standard One. "The information literate student determines the
nature and extent of the information needed."
1. "The information literate student defines and articulates the
need for information." This includes the skills of distinguishing
between general and specific sources, knowing how and when to use each,
broadening or narrowing a topic as needed, knowing when and where to
use background information, and when to consult with instructors and
Competency Standard Two. "The information literate student accesses
needed information effectively and efficiently."
2. "The information literate student identifies a variety of types
and formats of potential sources for information." This involves knowing
how information is organized, produces and disseminates; understanding
subject-related headings and terminology, various formats of information
and their uses, popular v.s. scholarly and current v.s. historical
resources, primary and secondary sources and their importance.
3. "The information literate student considers the cost, time, and
effort as well as benefits of acquiring the needed information."
Understands how and when to access a variety of materials beyond the
local site and plans accordingly.
4. "The information literate student reevaluates the nature and
extent of the information need." Focuses on a topic by revising and
modifying a topic as it becomes necessary.
1. "Selects the most appropriate investigative methods or
information retrieval systems for accessing the needed
information." Knows the scope (content, types of sources, time period),
search language, and strategy of various databases. Uses efficient
approaches, evaluates relevancy, familiar with ways of outputting
information, analyzes and interprets information according to needs or
Competency Standard Three. "The information literate student evaluates
information and its sources critically and incorporates selected
information into his or her knowledge base and value system."
2. "Constructs and implements effectively designed search
strategies." Develops a plan. Identifies terminology needed for
discipline or data base including subject headings. Designs a search
strategy which includes the use of key words, related terms, truncation,
Boolean searching, nesting, and database specific protocols. Chooses
appropriate tools and sources for specific disciplines and understands
how these tools work.
3. "Retrieves information online or in person using a variety of
methods." Uses various search systems, classification schemes, and
specialized online or in person services to retrieve information in a
variety of formats.
4. "Refines the search strategy as necessary." Evaluates quantity,
quality, and relevance of sources.
5. "Extracts, records, and manages the information and its sources."
Interprets and manages citation; locates, and uses the resources
1. "Articulates and applies initial criteria for evaluating both the
information and its sources." Is able to evaluate
"reliability, validity, accuracy, authority, timeliness, and point of
view or bias." Knows how to find reviews of sources, investigate
qualifications of authors and publishers, understands what place the date
of publication plays, recognizes bias, opinions vs. facts, accuracy of
facts; and how time, purpose, and cultural context impact information.
Competency Standard Four. "The information literate student, individually
or as a member of a group, uses information effectively to
accomplish a specific purpose." This is defined by course
instructors rather than by librarians.
2. "Compares new knowledge with prior knowledge to determine the
value added, contradictions, or other unique characteristics of the
information." Accuracy of data, evaluating new information in comparison
with established sources, and determining relevance for initial topic.
3. "Determines whether the initial query should be revised." Knows
how to expand or modify searches, using additional databases, etc. to
find further sources.
1. "The information literate student communicates the product or
performance effectively to others." Chooses proper medium and uses
technology to communicate effectively with audience.
Competency Standard Five. "The information literate student understands
many of the economic, legal, and social issues surrounding the use of
information and accesses and uses information ethically and legally."
1. "Understands many of the ethical, legal, and socioeconomic issues
surrounding infor-formation and information technology." Differentiates
between free and free-based sources, limits of licenses, and using a Web
search engine versus a Web based, library-provided tool. Comprehends
issues of plagiarism, copyright, and freedom of speech.
2. "The information literate student follows laws, regulations,
institutional policies and
Etiquette related to the access and use of information resources."
Complies with institutional policies on access to resources and human
subjects research, documents resources correctly, and disseminates
3. "Acknowledges the use of information sources in communicating the
product or performance." Documents all types of sources correctly and
consistently using appropriate style or format.
The Information Literacy program is administered by the Information
Services Department, supported by the Library Instruction Committee, and
coordinated by the Instruction Librarian. Members of the Library
Instruction Committee are the most frequent instructors, however other
library faculty members also participate as needed. Branch librarians
provide information literacy services in their own areas.
The following methods are used to promote the Information Literacy
- New faculty orientation
- Faculty meetings
- Departmental meetings
- Distribution of brochures
- Liaison program
- Electronic reference
- Consultation program
- Library Fair
- Campus events such as: Advisor's Breakfast, Creative Arts
Festival, Health and Benefits Fair.
Assessment and evaluation are important parts of the Information Literacy
program. Assessment is conducted using the following methods: pre-and
post-tests, senior survey, faculty survey, library statistics.
Information Literacy Resources
The following information literacy resources are available:
- The Library Primer online tutorial
- Faculty Manual, director of online library information
- Michigan Colleges Foundation Information Literacy Tutorial for
- Library Instruction Sourcebook, Web site with ideas for
incorporating library instruction into courses and making library
assignments more effective
- Information Literacy Competency Standards for Higher
- Objectives for Information Literacy Instruction: A Model
Statement for Academic Librarians:
Approved by Library Instruction Committee 05/03/05