













































Fostering Virtue-Driven Information Literacy


162  ATLA 2023 PROCEEDINGS

Fostering Virtue-Driven 
Information Literacy
Kate Wimer, Research and Instruction Librarian, Portland Seminary at 
George Fox University
Amanda Matthysse, Student Learning Librarian, Hekman Library, Calvin Uni-
versity and Theological Seminary
Joshua Avery, Assistant Professor, Library Science, Buswell Memorial Library, 
Wheaton College 
Cathy Troupos, Assistant Professor of Library Science, Buswell Memorial Li-
brary, Wheaton College

ABSTRACT This conversation group emerged from the discussions of the 
Roundtable for Virtue-Driven Information Literacy (VIL) formed in 2022. The 
presenters defined VIL, emphasizing intellectual virtues and the cultivation 
of virtuous intellectual habits in the pursuit of truth and the potential ben-
efits of VIL as a foundation for information literacy in academic libraries. 
Participants identified the value of VIL in providing a theoretical framework 
for information-literacy instruction, motivating students, and connecting 
library initiatives with faith-based worldviews. Breakout groups also dis-
cussed the practical challenges associated with VIL implementation. The 
presenters concluded with suggestions for resources and an invitation for 
collaboration among librarians.

INTRODUCTION

In 2022, six instruction librarians from four Christian institutions 
formed a virtual roundtable focused on virtue and information 
literacy. Over six virtual sessions, the librarians discussed several 
topics centering on two questions: Should information literacy be 
approached differently in a faith-based institution? If so, what does 
that look like? Virtue-driven Information literacy (VIL) emerged as a 
unifying approach to instruction. Four of the librarians brought this 
idea to the hybrid conversation group, aiming to foster a meaning-
ful dialogue among the attendees, gather additional perspectives on 
the topic of virtue and information literacy, and gain understand-



CONvERSATION GROuPS  163

ing as to what research and resources could be helpful in librarians 
pursuing VIL. 

DISCUSSION 

The session was organized around a series of questions, aiming to 
first gain an understanding of the audience, and then moving deeper 
into the topic of VIL. Participants responded on Padlet, offering both 
virtual and in-person attendees the opportunity to engage. 

What virtues resonate with your IL practice? There were a wide 
range of responses, but several themes emerged, including curios-
ity, integrity, and humility. 

Does your institution currently do anything to integrate virtue 
and IL? As expected, responses ranged from no integration to fully 
integrated programs, with most responses landing somewhere in 
the middle. 

After the ice-breaker questions, the presenters gave context for 
the discussion by answering these questions:

What is VIL? For the Roundtable, VIL is an attempt to bring to-
gether faith life and scholarly life by identifying and leaning into 
familiar values within information literacy. 

A virtue is an excellence of character. In the context of VIL, we 
emphasize intellectual virtues rather than traditional moral virtues 
as we seek to focus on our thinking habits, including the way we en-
gage in information-seeking, rather than moral actions. According 
to Jason Baehr, virtuous intellectual character is demonstrated by “a 
deep and abiding love for truth [and] a desire to understand things 
as they truly are,” a description that corresponds well with the goals 
of authentic research (Baehr 2013, 11–12).

Conversely, when teaching students about virtue, we should iden-
tify intellectual vices, such as apathy, laziness, and pride. By acknowl-
edging these vices, we can highlight the importance of cultivating 
virtuous intellectual habits in our pursuit of truth specifically in the 
context of research. 

Our hope for VIL instruction is that it will resonate more deeply 
with students, beyond acquiring practical skills and even beyond 
gaining conceptual understanding to instilling meaningful purpose 
and growth.

What is the place of virtue in faith-based, academic libraries? As 
librarians at distinctly Christian institutions, our understanding of 



164  ATLA 2023 PROCEEDINGS

specific virtues is rooted in the Christian faith. We believe that learn-
ing is a means to love God, know Him better, and love our neighbors. 
Therefore, intellectual virtues such as open-mindedness, curiosity, 
and humility play a crucial role in how we seek and use informa-
tion to uncover truth, and they should have a place in our teaching 
about those behaviors. 

But we also feel that a focus on virtue can infuse the work of li-
brarians at any institution. In a recent interview, the theologian 
Miroslav Volf pointed out that we’ve lost a “public sense of what the 
good life is, the question of the good life has very been much priva-
tized” and the good life is even a matter of taste that we can change 
at will. One of the benefits of a virtue emphasis is that it provides a 
unifying framework around which we and our students can orga-
nize our intellectual endeavors.

This idea was echoed by Ezra Choe in his presentation, “The Pos-
sibility of Virtue Ethics in Information Literacy: Intellectual Virtues 
and the Consideration of Truth” (2023). Virtue offers something of a 
shared vision across many cultures and religious traditions, or even 
no religious traditions. The emphasis on virtue presents captivating 
and inclusive opportunities, countering the growing weariness sur-
rounding alternative attempts at unifying frameworks, whether they 
are political or of other natures.

After hearing this perspective from the presenters, participants 
were directed back to Padlet to think about how VIL could benefit 
their own work. 

What is the value of VIL? Participants pointed out that VIL could 
provide better theoretical framework for IL instruction, motivation 
and relevance for the students, and a clearer connection to faith-
based worldviews and institutional missions. 

The discussion then moved to practical matters as the presenters 
discussed the state of VIL at their own institutions. These descrip-
tions showcased both the potential applications and the challenges 
associated with VIL. Some institutions exhibited a strong integration 
of virtue and faith within their IL missions but faced a shortage of 
well-defined IL-related opportunities. On the other hand, another 
institution demonstrated a clear integration of IL within their cur-
riculum but lack a pronounced emphasis on virtues.

Finally, the group divided into three discussion groups to discuss 
remaining questions and issues, including two in-person groups 
and one online:



CONvERSATION GROuPS  165

What challenges or issues have you encountered or do you foresee 
with this approach? Among the responses were common IL issues, 
such as balancing virtue content with the practical limitations of 
one-shot sessions or few instructional opportunities. Additionally, 
some participants highlighted the resistance for students to be open-
minded and moving beyond looking for sources with which they 
already agree. 

What tools or resources would be useful to you in pursuing an 
integration of virtue and information literacy? Again, practical con-
cerns emerged, such as time, money, and institutional influence. 
Additionally, one participant noted the need for a “gameful design” 
pointing to the need to make content engaging for students. Many 
participants noted the usefulness of thinking through these topics 
with other librarians. 

CONCLUSION

VIL is an emerging approach with much potential for libraries at 
faith-based institutions to better align with institutional missions; 
additionally, students at all institutions can benefit from the motiva-
tion to be virtuous researchers. Yet, these benefits come with distinct 
challenges, and ongoing collaboration between librarians across 
institutions can facilitate a role in creating solutions. The present-
ers closed by sharing links to resources (https://docs.google.com/do
cument/d/1MmdPlJSZuOxmPoMWzzkVXB-v4mL5ftc4Fy2RPaJGz6A/
edit?usp=sharing) that have been fueled by their own discussions, 
and they encouraged interested librarians to submit contact infor-
mation to encourage future connections and collaborations.

ACKNOWLEDGEMENTS

The presenters would like to thank Jenny Bruxvoort, Visiting Re-
search and Instruction Librarian at Van Wylen Library at Hope Col-
lege, and Sarah McClure Kolk, Head of Research and Instruction at 
Hekman Library at Calvin University, for their ongoing, thoughtful 
participation in the Virtue-Driven Information Literacy Roundtable 
that shaped this conversation group. 

https://docs.google.com/document/d/1MmdPlJSZuOxmPoMWzzkVXB-v4mL5ftc4Fy2RPaJGz6A/edit?usp=sharing
https://docs.google.com/document/d/1MmdPlJSZuOxmPoMWzzkVXB-v4mL5ftc4Fy2RPaJGz6A/edit?usp=sharing
https://docs.google.com/document/d/1MmdPlJSZuOxmPoMWzzkVXB-v4mL5ftc4Fy2RPaJGz6A/edit?usp=sharing


166  ATLA 2023 PROCEEDINGS

REFERENCES

Baehr, Jason. 2013. Foreword to Virtuous Minds: Intellectual 
Character Development for Student, Educators, and Parents, 
by Philip E. Dow, 11-17. Downers Grove, Illinois: InterVarsity 
Press.

Choe, Ezra. 2023. “The Possibility of Virtue Ethics in Information 
Literacy: Intellectual Virtues and the Consideration of Truth.” 
Presentation at 77th Annual Conference of Atla, Fort Worth, 
TX, June 14–17.

Volf, Miroslav. 2019. Interview by Elizabeth Oldfield. October 
16. The Sacred. https://www.theosthinktank.co.uk/
comment/2019/10/16/the-sacred-50-miroslav-volf

https://www.theosthinktank.co.uk/comment/2019/10/16/the-sacred-50-miroslav-volf
https://www.theosthinktank.co.uk/comment/2019/10/16/the-sacred-50-miroslav-volf

