University students face an information landscape that is overburdened with the proliferation of information as a result of increased and improved technology. Students will be better able to navigate such information overload only if they are information literate enough. Being information literate is having the ability to utilize information effectively and ethically. Information literacy has become a critical aspect of higher education in ensuring that students develop skills and attitudes to access information effectively, efficiently, and ethically. This study investigates a way to systematically integrate information literacy instruction into the undergraduate curriculum of a university through alignment with an established framework. This mixed methods study adopted an action research approach to explore the situating of information literacy into the curriculum. Action research is about the repeated application of results and findings to a specific problem of practice in a specific context. The iterative process of action research allowed for three cycles of research which culminated into an information literacy intervention aligned to the Framework for Information Literacy for Higher Education that resulted in changed student perceptions of their information literacy self-efficacy, skills, and abilities, all of which has the potential to translate into a changed undergraduate student learning experience.

Join us to discuss and learn about the potential of digital badges to facilitate learning and address learning competency transfer issues in an online higher education environment as well as their value across hybrid and traditional learning environments. We'll share what we've learned about digital badges and their implementation from our experiences building a pilot badge program at an institution with increasingly diverse program options. Badging allows for new solutions to define and establish student learning outcomes, provides a platform to teach and learn those skills, and includes a transferable method to effectively communicate standardized skills development by students to faculty, support staff, and (following graduation) potential employers.

OUTCOMES:

Determine badging issues and types that are best for confirming competencies
Explore the use of badging programs across various educational settings including online, hybrid, and traditional
Learn about issues and options from a real-life implementation of a badging program

ASU librarians launched a pilot digital badge system for students to learn and demonstrate information and research proficiency while addressing two recurring needs with one solution. Specifically, college professors desire ways to improve and ensure high levels of research skills among their students (including transfer, distance, traditional, and online). In 2012, Project Information Literacy reported that employers seek candidates who can locate, select, and synthesize information and use information with colleagues to create new solutions to problems. Digital badge systems are scalable; they also promote learning and provide a way for students to demonstrate that learning to instructors and employers.