EASE of INFORMATION LITERACY
The EASE framework was developed by the Information Literacy Committee of the Masland Library, Cairn University in 2019 for the purpose of integrating information literacy in courses across the curriculum. This standard is based on the Association of College and Research Libraries (ACRL) 2016 Information Literacy Framework:
Authority Is Constructed and Contextual.
Information Creation as a Process.
Information Has Value.
Research as Inquiry.
Scholarship as Conversation.
Searching as Strategic Exploration.
INFORMATION LITERACY COMPETENCIES
Determine
Determine when information is needed.
Locate
Determine when information is needed.
Locate
Locate, evaluate and validate information.
Locate
Locate, evaluate and validate information.
Use
Use information effectively, ethically, and legally.
Use
Use information effectively, ethically, and legally.
Present
Avoid distortion from personal feelings, prejudices, or interpretations.
Present
Avoid distortion from personal feelings, prejudices, or interpretations.
EASE CYCLE OF INFORMATION LITERACY
The process for achieving information literacy, in accordance with the ACRL framework, is iterative and must be applied throughout the entirety of a student’s development. As shown in the figure on the right, the Information Literacy Cycle involves four steps – explore, analyze, synthesize, and evaluate – bracketed by iterative feedback loops.
Implementation of this information literacy process requires tailored application for each school, program, and student tier: freshman through senior and graduate levels. This includes incorporation in all appropriate syllabi and integration across programs.
ASSESSMENT OF INFORMATION LITERACY OUTCOMES
Integration of EASE into the 7RD2 Process
Learning is also a reflective and analytical process; students will prepare a term paper using learned information and concepts based on a specified, researchable topic. The paper is a scaffolded project requiring the completion of all forms, in the order shown in the syllabus, to earn credit for the project. Depending on the course level, the term paper can be 5-6 pages (freshman/sophomore) or 10-12 pages (junior/senior/graduate level).
The term paper project is based on the EASE of Information Literacy (presented above). This process includes the following 4 stages, which are tightly integrated throughout the design of the 7RD2 course along with the relevant forms/rubrics:
Explore:
Define the topic, search terms, and discover resources by using Form E (Term Paper Proposal) in Unit 1.
Analyze:
Examine sources by using Form B (Library Research Plan) in Unit 2.
Synthesize:
Organize Information, drawing conclusions by using Form 1 (Annotated Outline) in Unit 3, From C1 ARC Writing Lab Report in Unit 4, Form F2 (50% Draft) in Unit 5.
Evaluate:
Assess final product, diagnose areas of weakness, revise as needed by using Form C2 (ARC Writing Lab Report) in Unit 6 and Form F3 (Final Term Paper Version) in Unit 7.
The writing assignments use forms to make the best use of time and clearly define what success looks like. There are forms for preparing assignments, use of the library, and engagement with the Academic Research Center (ARC) Writing Lab. If a form is not submitted, the next form(s) in the process will not be accepted.
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