While the IQ test identifies some of these, Wilson presented the critical structural components for implementing and maintaining an effective information literacy program. The mission, goals, and four initial programmatic initiatives, including an immersion program, best practices and assessment seminar, community partnership program, and the NILI Web site were shared. The program was well received by the audience and the Information Literacy IQ test was successful in giving individuals an opportunity to assess their own institutional progress on information literacy. Notes Betsy Wilson presented this portion of the program due to a blizzard in the northeast that prevented Cerise Oberman from attending. While the exact wording varies from source document to source document, what is common among most of the documents consulted is the existence of the ideas expressed in the eight broad categories of information literacy competency areas.
Student defines a manageable focus and timeline.
Develop effective search strategies Student determines the information requirements for the research question, problem, or issue. Student determines what category of information resource is most relevant to the information need and develops a plan to search for needed information. Student selects and uses effectively information retrieval tools, including modifying the search strategy for any given tool in response to the results obtained. Student uses the technological tools for accessing information. Student can access and effectively use the campus information systems, information networks, and the Internet to locate information appropriate to the need.