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The Library is an invested campus partner in the support of information literacy at UHMC. It is the goal of this guide to facilitate engagement with the issue of information literacy and to assist in the integration of information literacy across the curricula.

Information literacy is a set of abilities enabling individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (Presidential Committee on Information Literacy. Final Report, ALA).

According to the Association of College and Research Libraries (ACRL), information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to:

  • Determine the extent of information needed
  • Access the needed information effectively and efficiently
  • Evaluate information and its sources critically
  • Incorporate selected information into one's knowldege base
  • Use information effectively to accomplish a specific purpose
  • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally

Credo InfoLit Modules



"The InfoLit Course Modules are Credo’s answer to the growing need for libraries to conduct formalized, standards-driven Information Literacy instruction both in-person and online. Created by librarians and educators, instructional modules include videos, tutorials, online activities, course notes, guides and promotion materials." - Credo

Using the Modules

Recommended for online courses (ADA compliant), flipped-classrooms (enabling modern learners), or First Year Experience (foundational skills), these modules can be taught as a complete set -- the modules are in chronological order, following the steps in the research process -- or taught individually. 

Each module includes an Instructor Guide that covers:

  • learning objectives
  • standards addressed (including the AAC&U rubric used by UHMC for CASLO assessment)
  • discussion topics
  • activity ideas

Introduction to the Modules

In addition to pre- and post-assessment tests, there are a total of six modules:

  1. Getting Started With Research
  2. Sources of Information
  3. Searching for Information 
  4. Evaluating Information
  5. Presenting Research and Data
  6. Citations and Academic Integrity

Each module includes:

  • interactive tutorials
  • videos
  • quizzes

Please ask your librarian if you would like deep or embed links to a specific resource within a module


Getting Started

Begin by familiarizing yourself with the entire course of modules, by accessing it here: (a shortened persistent link good for embedding in Laulima, posting to social media, email, SMS, etc.).

Or, you can access the modules any time you click on this logo: 

Decide how you want to teach or present the modules. Provide students with a link to the complete course (see persistent link above) or deep links to specific sections within a Module. For a full list of deep links, click here.

Ask a librarian for help customizing the modules for your class or course. 

Review the Instructor Guides for the modules you are interested in teaching, by clicking on the corresponding links below:

  1. Getting Started With Research - Instructor Guide
  2. Sources of Information Instructor Guide
  3. Searching for Information - Instructor Guide 
  4. Evaluating Information Instructor Guide
  5. Presenting Research and Data Instructor Guide
  6. Citations and Academic Integrity Instructor Guide

Pre-Test and Post-Test Assessment

You will see the Pre-Test and Post-Test in the modules.

Our user studies indicate that many students found the Pre-Test and Post-Test components of the Credo InfoLit Modules "interesting" and "helpful."  

On the tests, students are asked to provide their name, course, and instructor information so that instructors can evaluate student progress if they choose to.

Please ask your librarian for your student, class, or course test data.  

ADA Compliance 

Screenreaders and Closed Captions: Every effort has been made to make the Credo InfoLit Modules as compliant as possible to the ADA Section 508 accessibility standards. A "VPAT" (Voluntary Product Accessibility Template) is available for the modules. From screenreader video transcripts to closed captions, there is something for every learner. 

Library D.I.Y. Skills Training

The Library's D.I.Y. pages provide students with unaided research help. Topics covered include planning for research, finding, evaluating and using sources, and citation help. These D.I.Y. pages support foundational skills development, flipped classroom experiences, and FYE orientations.

OER for Teaching Information Literacy

Looking for more or something different to use in class? There are a few "open" information literacy collections that we'd recommend. The curriculum materials can be used or adapted under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States license


1. The Big Picture

Librarians at North Carolina State University Libraries have created Big Picture Information Literacy Tutorials that address common conceptual problems in information literacy. Rather than teach “how to do X,” these videos focus on core concepts, fundamental to information literacy. The videos transcend institutional specifics of how to search within a given library, and can be reused or adapted to fit specific institutional needs. Videos are published under a Creative Commons license.

Find Big Picture Information Literacy Tutorials created by North Carolina State University Libraries from their website. Videos can be used or adapted under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States license

2. The Mobile Information Literacy Curriculum

"The Mobile Information Literacy Curriculum is a growing collection of training materials designed to build information literacies for the millions of people worldwide coming online every month via a mobile phone. Most information and digital literacy curricula were designed for a PC age, and public and private organizations around the world have used these curricula to help newcomers use computers and the internet effectively and safely. The better curricula address not only skills, but also concepts and attitudes. The central question for this project is: what are the relevant skills, concepts, and attitudes for people using mobiles, not PCs, to access the internet?" - Technology and Social Change Group, University of Washington, Information School

The curriculum addresses various topics surrounding mobile information literacy, such as:

  • Mobile ICT basics
  • Affordances of mobile phones
  • The difference between the internet and the World Wide Web
  • Using search engines
  • Using collaborative tools such as Dropbox, Google Docs, and Facebook Groups on mobile devices
  • Online safety and privacy
  • “Netiquette” and how to work with others and share information on mobile devices

CASLO Assessment

Accreditation agencies have lent their support to the information literacy movement by including language in their Standards that emphasize the importance of teaching these abilities in colleges and universities.

The University of Hawaii Maui College is accredited by the WASC  (Western Association of Schools and Colleges) Senior College and University Commission.

Information literacy is included in Standard 2.2a of the "Teaching and Learning" section. ".... ensure the development of core learning abilities and competencies including, but not limited to, college-level written and oral communication; college-level quantitative skills; information literacy; and the habit of critical analysis of data and argument."