As information technologies develop and transform the manner in which information is stored, accessed, managed, conveyed and retrieved, students must learn to effectively use these innovations and understand the possibilities and responsibilities associated with them. To become lifelong learners, students need practice and training in information retrieval methods, critical evaluation and application of information, and the ethical use of information and information technologies, and use technology to help them keep up with the newest developments in their fields. Therefore, information literacy has become a featured outcome of higher education, and is interwoven into course content throughout the student's major course of study.

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There are four over-arching goals for Information Literacy at Philadelphia University

1. IDENTIFY the problem / information gap

2. FIND information from a variety of sources and resources

3. EVALUATE information for credibility, accuracy, and relevance

4. USE information and related information technologies in an ethical manner to solve the problem, interact with others, and become self-directed learn

Based on the ACRL's definition of Information Literacy, these are the six Information Literacy Learning Outcomes for Philadelphia University.

1. When confronting information-based problems, students will identify and clearly articulate their information needs, in order to fill the information gap

2. Students will generate a continuously-expanding knowledge base of  information sources & resources  that are relevant to their information needs, including a variety of formats and delivery mechanisms

3. When solving information-based problems, students will deliberately and critically evaluate and apply the most appropriate information, information sources, resources, and information technologies to solve the problem

4. When solving information-based problems, students will demonstrate ethical application of information and will use resources and information technologies in an ethical manner

5. Students will use appropriate information sources, resources, and information technologies to effectively engage with global cultures

6. Students will exhibit the perseverance and self-direction characteristic of lifelong learners, as supported by information literacy

Information Literacy Programming in the United States and around the world start with the Asociation of College & Research Libraries' Information Literacy Competency Standards for Higher Education, or local adaptations of the Comptency Standards.

The Association of American College & Universities has created several rubrics to guide learning outcomes for college and university students. Among these essential learning outcomes are Information Literacy and Lifelong Learning.

Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum (2003) is a publication from The Middle States Commission on Higher Education, the accrediting body for Philadelphia University.

This executive summary outlines the basics for Information Literacy programming in the MSCHE region. The full publication is also available online here.