In the evolution of information literacy from a competency based set of standards to one that is more holistic and reflects current trends in higher education, it is critical to evaluate the role of information literacy in social change. One of the key purposes of a university is not only to help students gain critical thinking and applied skills for the workplace but also to instill a sense of responsibility and desire to make a difference in the world around them. More than just focusing on data collection, it is important for academic libraries to, “shift our thinking to include affective (emotional) learning outcomes that address self-efficacy, student confidence, attitudes, motivation, and valuing what is being learned.” (ACRL Standard Review ACRL AC12 Doc 13.1). These key areas are all embodied within the learning outcomes of a service learning curriculum. The focus of this paper is two-fold: to examine how information literacy complements a service learning focused curriculum and how service learning projects can be embedded in any course regardless of the discipline.
Full Conference Paper Available in the IFLA repository: http://library.ifla.org/1058/