Information literacy is about knowing how to find, evaluate, and use sources responsibly and effectively in your writing. It means understanding which sources are credible, how to interpret them critically, and how to integrate them to support your own arguments. I demonstrated this skill in Task 2 when I reviewed an article from Stanford News about Lera Boroditsky’s research. I didn’t just summarize the article—I evaluated its strengths and weaknesses, questioned its scholarly value, and compared it to more rigorous academic standards. I also used peer-reviewed sources in my research proposal to support my methods and contextualize my topic, showing that I know how to build arguments using reliable, well-sourced evidence.
Throughout the semester, I learned to go beyond surface-level research by asking whether a source meets academic expectations and whether it fits my purpose. For example, I cited books and journal articles in my working bibliography that helped me frame my research on multilingual writing from both cognitive and rhetorical perspectives. I also learned to use proper citation formats like MLA to give credit and avoid plagiarism. These experiences taught me that information literacy isn’t just about collecting facts—it’s about making smart, ethical choices as a researcher and using sources to create deeper, more informed writing.