Levinskaya, VictoriaIbragimova, Kamola2020-10-142020-10-142020-09http://nur.nu.edu.kz/handle/123456789/4997This article examines the case of introducing Information and Digital Literacy (IDL) skills workshops to foundational level students in the format of an embedded session with a critical thinking module seminar (Strengthening Thinking and Problem Solving Skills - STaPSS) at Westminster International University in Tashkent. STaPSS mostly emphasized the content of the text and its meaning in terms of finding logical fallacies, biased opinions, etc. IDL concentrated on technical details of the source, credibility of education platforms where it could be accessed, and analyzing and evaluating the technical specifications attributed to the source. This document describes the usage of a diagnostic assessment tool by Rodney K.Marshall (Ph.D., University of Tennessee) which was applied before the workshop to discover freshmen information competency, and comparison of the results after the workshop. Additionally, a satisfaction survey was conducted to gather feedback about the content of the workshops, learning activities, teaching methods and suggestions for improvement. This paper analyzes the adoption of innovative information literacy programs, highlighting achievements and takeaways, and continuing questions that arise in the process of integration. In addition, it reveals the necessity of such a program into the curriculum, since extracurricular activities in this sphere were found to be ineffective. With results obtained from the study, this paper found that the introduction of IDL workshops increased the information competency of first year students and contributed to the development of their critical thinking skills. This paper may also serve as a guide for academic librarians and faculty who are attentive to 21 st century skills in today’s environment.enAttribution-NonCommercial-ShareAlike 3.0 United Statesinformation literacydigital literacyfreshmen studentsArticle