GSB Incorporates Information Literacy in Cross-Divisional Education 

In today’s digital world, we are constantly surrounded by information—but how do we know what’s true and what’s not? The Association of College and Research Libraries (ACRL) defines information literacy as the ability to recognize when information is needed and the ability to access, evaluate, use, and understand the legal and ethical implications surrounding the information (ACRL, 2000). 

Put simply, information literacy is twofold: 

1. Knowing how to find credible information. 

2. Being able to determine what is true and what isn’t. 

At Gill St. Bernard’s, information literacy is woven into each division’s curriculum, ensuring that students develop essential research skills and critical thinking abilities from an early age. 

"As librarians and educators, our goal is to prepare students to navigate this evolving landscape," says Head Librarian Kristen Armstrong. "The biggest lesson we teach is that you can't trust a source just because it says it's reliable—you need to investigate what others say about it." 

How is Information Literacy Taught at GSB? 

Lower School 

Lower Students begin developing information literacy skills through weekly library lessons. When researching topics like animals for the annual biome project, they are introduced to trusted sources such as Pebble Go and Britannica Online in addition to the non-fiction print collection, laying the foundation for evaluating credible information. 

Middle School 

Fifth and Sixth Graders take a semester-long Information Literacy course, where they learn specific strategies to locate high-quality sources and to cite them properly. This curriculum follows Common Sense Media’s six core topics: 

• Media Balance & Well-being 

• Privacy & Security 

• Digital Footprint & Identity 

• Relationships & Communication 

• Cyberbullying & Digital Drama 

• News & Media Literacy 

For Seventh and Eighth graders, information literacy is reinforced through research-based projects. Librarians collaborate with classroom teachers, guiding students in evaluating sources relevant to their assignments. 

Upper School 

In Ninth Grade, students explore source evaluation and research skills in their Ninth Grade Seminar including using Legos as an analogy for information. In one exercise, the Legos represented random pieces of information—websites, articles, books, etc.--that the students had to sort and classify before “searching” for them using controlled vocabulary and Boolean search terms. These skills are further honed throughout the Upper School in science, English, math, and history courses. 

A prime example this year: AP Statistics students are conducting research projects that include a literature review and data analysis, combining statistical reasoning with information literacy. 

Why is Information Literacy Important? 

As the sheer volume of information increases from news, social media, and AI-generated content, it is more critical than ever that students distinguish between quality information and “the noise.” This will make them successful researchers for school projects but, more importantly, will make them savvy information consumers in their lives—from being able to find reliable reviews to help them purchase a new car to avoiding disinformation. 

How Do We Teach Students to Identify Reliable Sources? 

In the past, students learned to evaluate websites using a checklist approach, but in today’s rapidly evolving digital landscape, that method no longer leads us to reliable sites. In short: it is no longer sufficient. Instead, we teach the SIFT Method, developed by researcher Mike Caulfield: 

• Stop – Pause before trusting or sharing information. 

• Investigate the Source – Who wrote it? What are their credentials? 

• Find Better Coverage – Cross-check with other reliable sources. 

• Trace Claims Back – Verify information at its original source. 

This strategy applies to both academic research and everyday media consumption, helping students become more discerning consumers of information. 

Essential Tools for Teaching Information Literacy 

The most powerful tool in determining a credible source: Critical thinking. Before using or sharing information, students are encouraged to Stop and Investigate. 

Additionally, GSB libraries provide access to a wide variety of databases, giving students and teachers access to Scholarly databases for peer-reviewed research, Newspapers and magazines with verified reporting, and eBooks and journals vetted for credibility. 

We encourage students to use these resources, since we know they have gone through a thorough editing and, in some cases, a peer review process. By using these resources, students can confidently navigate the vast world of information. 

How Emerging Technologies Impact Information Literacy 

The rise of AI-generated content is drastically changing the information landscape. From AI-curated search results to deepfake images, today’s students must be more vigilant than ever in verifying their sources. 

Lower and Middle School Librarian Courtney Renna echoes this sentiment: "I truly believe that information and media literacy is one of the most important skills that a student can learn in school these days. Now more than ever, we must slow down and research where our information comes from before deciding what to believe." 

By equipping students with strong information literacy skills, we empower them to think critically, verify sources, and become responsible digital citizens—both in school and beyond.