In the Grand Valley State University Libraries, we teach information literacy in order to support students, faculty, staff, and the GVSU community as they learn and teach while using information in any of its forms. We use 'information literacy' to describe the understanding and skills needed to navigate information landscapes, finding and ethically using information to contribute to larger conversations in or out of academic disciplines and contexts. Information literacy intersects with other literacies including primary source, digital, visual, and media to encourage analysis and understanding of the multitude of resource types students will interact with over the course of their education and beyond. We see information literacy as a critical, iterative, transformative, and exploratory process.

We are learner focused. We’re committed to tailoring our teaching to meet students where they are, determining what information literacy skills and concepts will most benefit the learner at any given time. We model our own inquiry skills to make connections with individual students to identify their research goals and needs and to coach them to achieve these goals. We strive to continually improve and adapt our services and practices to address changing student needs through assessment and iteration, and to use technology to enhance student learning through accessibility and engagement. 

We acknowledge that scholarly communications structures, libraries, and higher education institutions have historically been founded on power imbalances that persist, including white supremacy*, racism, sexism, classism, and ableism. We are committed to interrogating the systemic biases in our learning and teaching structures and forging more just practices. 

We work in collaboration with disciplinary teaching faculty, departments, and programs to provide learning opportunities that are integrated into course work at the point of need, using a variety of modalities including virtual, in-person, asynchronous, and synchronous interactions. We teach students information literacy to support their academic success, personal development, future professional work, and lifelong informed participation in their communities. 

We recognize that learning is not limited to the classroom; learning and teaching moments occur in a wide variety of contexts, including one-on-one reference consultations, while working on assignments, in the classroom, while considering personal and academic decisions. The Libraries strive to provide support, encouragement, guidance, and new ideas and strategies to foster curiosity in students in any of our interactions, including the Knowledge Market, the service desk, in face-to-face class, in Blackboard courses, or while a student uses the library website. We help students take agency when using information in and out of academic settings.

Our work is influenced by a variety of theories and approaches, including but not limited to: the ACRL’s Framework for Information Literacy for Higher Education, Universal Design for Learning, Informed Learning Theory, Critical Information Literacy, Trauma-Informed Approach, and AAC&U’s Information Literacy Value Rubric.