Information literacy is a key component in social studies education which enables our students to become active, informed citizens. Information literacy is a set of skills that enables an individual to recognize when information is needed and to locate, evaluate, and effectively use information. Information literacy equips students with the skills needed to engage in civic activities, understand complex social issues, and contribute to a well-informed society. With the plethora of information available to students and educators, it is essential for them to learn the skills to efficiently navigate and utilize information to create an understanding of current and historical events and issues, independent of the opinions and perspectives of others. Information Literacy in social studies focuses on the set of skills that enables an individual to determine what information is needed; how to locate that information; how to evaluate source perspective and credibility; and how to effectively use information to present an argument. This practice brief focuses on how educators can leverage information literacy skill instruction in the social studies classroom.

Educators: Information literacy is essential for students to construct knowledge in an accurate and efficient way in social studies. By understanding the components of information literacy and its role and integration throughout the NJSLS social studies practices, educators can teach these essential life skills in a consistent and clear manner.

School Leaders: Information literacy is applicable to all content areas and cultivates skills that, while crucial to K-12 academic success, are also necessary for successful post-high school engagement. When administrators develop plans, resources, and professional learning opportunities to support the implementation of consistent information literacy instruction throughout students’ K-12 social studies education, they set the stage for student success across all content areas.

• Information literacy includes:
  
  1. the research process and how information is created and produced;
  2. critical thinking and using information resources;
  3. research methods;
  4. the difference between facts, points of view, and opinions;
  5. accessing peer-reviewed print and digital library resources;
  6. the economic, legal, and social issues surrounding the use of information;
  7. the ethical production of information.
• Information literacy skills are the foundation of social studies instruction with the selection, evaluation, and use of primary and secondary sources.
• The NJSLS social studies practices of Developing Questions and Planning Inquiry, Gathering and Evaluating Sources, Seeking Diverse Perspectives, Developing Claims and Using Evidence, and Presenting Arguments and Explanations, integrate information literacy skills into daily social studies instruction.
• School library media specialists are knowledgeable collaborators when teaching effective research techniques, including how to use library catalogs, databases, and search engines to find relevant and diverse sources.
• Effective information literacy instruction will assist students as they evaluate content generated by artificial intelligence (AI). Verifying factual information, understanding the sources of content, and recognizing the limitations of AI-generated text will inform students’ decision-making as AI becomes more prevalent in society. 

• Information literacy helps educators and students find and incorporate a variety of sources that present diverse perspectives and histories, promoting inclusivity in the classroom.
• Access to resources is an essential component of equity. Educators and administrators can ensure their students have equitable access to high quality research tools through the NJ State Library.

• Model information literacy skills for students. Educators use their information literacy skills daily. Explaining to students how and where you activate these skills can reinforce explicit information literacy instruction.
• Create or identify a source evaluation tool. Having a source evaluation tool that students consistently use throughout the school year and ideally across classes reinforces the habit of evaluating sources.
  • National Archives Document Analysis Worksheets
  • The CRAP/CRAAP/TRAAP Test
• Discuss bias and perspective in historical and contemporary sources. Encourage students to consider how different viewpoints shape narratives.
• Always present a minimum of three sources on any topic or event for evaluation. A single source cannot provide a holistic understanding of any topic or event. By having students consistently learn from various sources, it reinforces the habit of reviewing multiple sources.
• Create opportunities for students to practice information literacy skills individually and through project-based learning experiences. The social studies practices build students’ skill sets and provide authentic and meaningful ways for students to develop their information literacy skills.

• How can I integrate the recommended actions into my current instruction?
• How confident do I feel in my own information literacy skills?
• What steps can I take to improve my own information literacy?

• College, Career, and Civic Life (C3) Framework for Social Studies State Standards
• Library of Congress: Teaching with Primary Sources
• Stanford History Education Group: Civic Online Reasoning

The resources provided on this webpage are for informational purposes only. All resources must meet the New Jersey Department of Education’s (NJDOE) accessibility guidelines. Currently, the NJDOE aims to conform to Level AA of the Web Content Accessibility Guidelines (WCAG 2.1). However, the NJDOE does not guarantee that linked external sites conform to Level AA of the WCAG 2.1. Neither the NJDOE nor its officers, employees or agents specifically endorse, recommend or favor these resources or the organizations that created them. Please note that the NJDOE has not reviewed or approved the materials related to the programs.