• Frames and clarifies questions based on information needs.
• Identifies potential sources of information.
• Develops successful search strategies.
• Searches for and selects information relevant to a question or task.
• Analyses and interprets information, judges its quality and suitability.
• Organises the information for practical application.
• Is aware of the ethical use of information.
• Integrates new information into an existing body of knowledge.
• Uses information in critical thinking - structures thought and argument as opposed to straightforward information gathering and repetition.

Why is being "information literate" important?
"The ability to use information technologies effectively to find and manage information, and the ability to critically evaluate and ethically apply that information to solve a problem are some of the hallmarks of an information literate individual. Other characteristics of an information literate individual include the spirit of inquiry and perseverance to find out what is necessary to get the job done.

Today's employers are looking for people who understand and can adapt to the characteristics of the Information Age. If a student has "learned how to learn," upon graduation, they are a much more attractive job candidate. An information literate individual--with their strong analytical, critical thinking and problem-solving skills--can be expected to be an adaptable, capable and valuable  employee, with much to contribute." 
http://www.philau.edu/infolit/why_students.htm

How will teachers and students benefit?
Understanding the research process and how to efficiently use library resources will save you and your students time and address some of the frustrations experienced with assignment work.
The step by step sequential approach to research assists students to stay on task, on track and focused. Boys, in particular, find this approach beneficial. The research demonstrate that students who have the skills to locate quality information resources, who evaluate the appropriateness of sources selected for the task at hand and students who learn how to extract the relevant information and have the skills to interpret and use the information are almost guaranteed to improve their grades and learning outcomes. Students The skills your students will learn will benefit them at school and prepare them for further education and the workforce.
In particular, learning benefits were noted by teachers and librarians conducting an information literacy program at Santa Sabrina college, Sydney NSW.|
"Teachers developed a common understanding of the importance and workings of information literacy outcomes, and appreciated a willingness to spend more time on the process of learning which changed the the quality of the learning environment and paid dividends in the final product of student learning."
Schultz, Helen. Building information Literacy : an action research approach". SCAN. Vol 25, No.4, November 2006.

What will your students learn?
Your students will learn a generic set of skills that will assist them to develop confidence in identifying their information needs, asking information seeking questions, and locating appropriate resources through appropriate information tools. Your students will learn to apply critical thinking skills to evaluating print and electronic information and information of varying formats for authenticity, accuracy, ease of use and currency. Students should be able to use these skills effectively at each stage of a research project, from defining a topic to matching resources to information needs, to extracting information, knowing when to stop collecting information and how to present their information in an interesting and informative manner. Additional information literacy skills your students will learn also include assignment planning, identifying key terms and phrases to build search strategies, note-taking skills, writing bibliographies and evaluating their performance. These skills will assist students to become more independent learners, will assist them in all aspects of their schoolwork and everyday life.

The Information Literacy Classes attempt to address the way in which your students define, locate, select, organise, present and evaluate information. Students should be able to:

• Follow and understand the various steps in the research process
• Plan an assignment
• Formulate research questions
• Select information sources appropriate for a particular need
• Use standard research techniques for searching library catalogues and electronic databases
• Understand the differences between searching library catalogues, research databases, and the world wide web
• Critically evaluate resources
• Understand what plagiarism is and how to avoid it
• Stay on track and focused

The IL program requires a collegial approach that includes team teaching and collaborative planning.

A Sequential 6 Step Approach -  the research process and classroom instruction

Step 1
Defining : What Needs to be Done?

Step 2
Locating : the information

Step 3
Selecting: is the information I have found trash or treasure?

Step 4
Organising: How will I make this my own work?

Step 5
Presenting : How will I make it rock?

Step 6
Assessing : How will I know that I have done my best?

How much time will the program require?

The Information Literacy Program is a sequential program, ideally requiring a commitment of 6 -7 periods. The length of time can be shortened or increased or customised. As the acquisition of IL skills are dependant upon opportunities to practice skills and reflect on the research process, it is important to initially dedicate as much time as possible for this learning experience. IL skills can be further developed and reinforced with additional assignments and research tasks during the remainder of the year. As embedding information literacy into classroom practice is essential for the successful acquisition of skills, setting assignments throughout the year that focus on different aspects of IL, allowing students time to practice, develop and apply Information literacy skills to different tasks and to a greater depth.

It is important to stress, that although IL is taught as a sequential step by step process, information literacy is more than a procedural set of skills. IL includes the higher-order thinking skills of analysis, evaluation, enquiry and reflection.

Gathering Evidence of Improving Student Outcomes
The IL program is also an evidence-based program, meaning that data is collected in order to measure the impact and effectiveness of the program on student learning. As it is important that students feel a sense of achievement and success. The data gathered for each group is made available to the students once the program is completed. Feelings of pride, confidence and achievement will assist student to develop and improve learning and study methods.

The library encourages teachers to provide additional opportunities throughout the year for students to respond to assignments according to the 6-step approach.

In order to establish students’ understanding of the research process, a mock assignment is administered in test conditions prior to the first lesson of the program. Students are asked to respond to set assignment task and outline how they would envisage completing the assignment, imagining each step, from the moment the assignment is handed out, to the point of submitting the work to the teacher.

The responses are weighted according to how well each student indicated their understanding of the steps required to complete an assignment. At the end of the program, the same mock assignment is administered again in the form of a test. This is important as it provides evidence of how well students understood the content of the program. The results are tabled for future reference and comparison, and to measure the success of the program.

A suggested IL Schedule:
A week prior to the program commencing:
Meet with Librarian for IL program overview and introduction
Aims and objectives of the program
PD as required
In collaboration write the research assignment embedding IL principles - templates provided.

Lesson 1:      Pre-test mock assignment; 6 steps to assignment success presentation by Librarian
Lesson 2:      Introduce resources - library catalogue - library webpage - electronic resources
Lesson 3 & 4 Introduce assignment - planning - identifying keywords - brainstorming exercises, formulation of research questions, students
                     embark on research
Period 4:       Research in library pod
Period 5:       Research in library pod
Period 6:       Post test mock assignment - student self evaluation and discussion

Feedback and Evaluation Sessions:  
Teacher and Librarian to assess and apply weighting to mock assignment pre-test.
Evaluate and discuss outcome of data
Reflect on the program
Identify ways of improving the program
Identify the weakest IL skills of the class
Identify any individuals that require learning support
Identify IL skills that need to be targeted in further assignments or tasks during the year
An opportunity to identify PD requirements of the teacher to increase understanding and confidence in teaching IL as standard classroom practice