Definition: the ability to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.
With very little effort faculty can incorporate Information Literacy concepts into any of their courses, Gen Ed or not. Learn more about this critical concept:
The selected outcomes below are from the ACRL Information Literacy Competency Standards for Higher Education.
These suggested outcomes provide relevant information literacy goals as students move from 1000-level to 4000-level courses during their college career.
In stepwise fashion, these outcomes point to the stages a novice researcher (in 1000-level courses) might pass through to become a serious academic reseacher (in 4000-level courses). They are cumulative.
Most of these outcomes can be accomplished by faculty members themselves, simply by giving them serious thought and consideration and then time in the classroom.
Fred is always willing to help by 1) giving the class a library workshop, in which some of these outcomes are the goals, or 2) by creating an assignment with some of the outcomes. Please feel free to contact Fred to discuss your goals for student research.
Standard One
The information literate student determines the nature and extent of the information needed.
Outcomes Include:
1c. Explores general information sources to increase familiarity with the topic
1e. Identifies key concepts and terms that describe the information need
Standard Two
The information literate student accesses needed information effectively and efficiently.
Outcomes Include:
1d. Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system
2b. Identifies keywords, synonyms and related terms for the information needed
5d. Records all pertinent citation information for future reference
Standard Three
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Outcomes Include:
2a. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
Standard Five
The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
2f. Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own
3a. Selects an appropriate documentation style and uses it consistently to cite sources
Standard One
The information literate student determines the nature and extent of the information needed.
Outcomes Include:
2c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book)
2d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
Standard Two
The information literate student accesses needed information effectively and efficiently.
Outcomes Include:
2d. Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books)
3a. Uses various search systems to retrieve information in a variety of formats
5c. Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources
Standard Three
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Outcomes Include:
2c. Recognizes prejudice, deception, or manipulation
5a. Investigates differing viewpoints encountered in the literature
Standard One
The information literate student determines the nature and extent of the information needed.
Outcomes Include:
3a. Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound)
Standard Two
The information literate student accesses needed information effectively and efficiently.
Outcomes Include:
2e. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
4a. Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized
5e. Uses various technologies to manage the information selected and organized
Standard Three
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Outcomes Include:
2d. Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information
Standard One
The information literate student determines the nature and extent of the information needed.
Outcomes Include:
1f. Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information
2b. Recognizes that knowledge can be organized into disciplines that influence the way information is accessed
2f. Realizes that information may need to be constructed with raw data from primary sources
Standard Two
The information literate student accesses needed information effectively and efficiently.
Outcomes Include:
1c. Investigates the scope, content, and organization of information retrieval systems
2f. Implements the search using investigative protocols appropriate to the discipline
3d. Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information
Standard Three
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Outcomes Include:
6c. Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs)
Standard Four
The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
3d. Communicates clearly and with a style that supports the purposes of the intended audience
Standard Five
The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
1b. Identifies and discusses issues related to free vs. fee-based access to information
1d. Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material
