World Languages instruction provides students an opportunity to think critically about culturally authentic information resources for which information literacy skills are vital. 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. In a world language context, students use the target language to investigate, reflect on, and explain the relationships between cultural products, practices, and perspectives in their own and other cultures. This practice brief focuses on how educators can leverage information literacy skill instruction in the world language classroom to support language acquisition and cultural competence.

Educators: Just as these information literacy skills are developed in other content areas, they are also necessary in world language instruction. The examination of culturally authentic resources and culture allows students to build their ability to differentiate between facts, points of view, and opinion.  The target language is also used to exchange and present information, concepts, and ideas. Each culture has products, practices, and perspectives around information literacy which could allow for the creation of new units or integration into existing units of related topics in the student’s own culture and other cultures.

School Leaders: Information literacy instruction in the world language classroom provides an opportunity to engage in reflective practice around world language education. In our efforts to create culturally competent students, it is important for students to have the skills to navigate and understand cultures and contexts. School leaders can elevate information literacy in world languages by acknowledging the interdependence of information literacy skill acquisition and consistent instruction across all content areas and disciplines. Providing professional learning opportunities for world language educators to engage with school library media specialists and other content area educators to discuss and develop consistent information literacy instruction is a key component for students’ skill development.

• Elements of information literacy are evident in the three modes of communications (Interpersonal, Interpretive, and Presentational) and the intercultural statements in the 2020 New Jersey Student Learning Standards for World Languages.
• Information literacy skill instruction in world languages is dependent upon student proficiency levels.
• 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. 

• Students can foster productive communication and cultural competence when they have the skills to understand, analyze, evaluate, and search for information in various languages and cultures.
• Using culturally authentic information resources from multiple sources in world language instruction exposes students to perspectives and experiences that broaden their understanding of peoples and cultural contexts.

• Collaborate with a school library media specialist and across disciplines to develop strategies for incorporating information literacy skills in world language instruction.
• Collaborate with a school library media specialist to curate culturally authentic information resources from multiple sources.
• Examine current units to identify opportunities for information literacy skill instruction and/or to explore cultural products, practices, and perspectives around information literacy.

• How can the interpersonal, interpretive, and presentational modes of communication be supported by information literacy skills?
• How is information literacy evident when students are asked to investigate, reflect, and explain cultural practices, products, and perspectives?
• What strategies and criteria are used to source culturally authentic information resources?

• NCSSFL-ACTFL Can Do Statements (ACTFL, 2017) reflect the continuum of growth in communication skills and how learners use the target language and knowledge of culture to demonstrate their Intercultural Communicative Competence (ICC) across proficiency levels.
• Use Authentic Texts (ACTFL) explains the what, why, and how of using authentic texts.

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.