Information Literacy
North Georgia's Quality Enhancement Plan
ACRL Literacy Standards and Outcomes

Standard 1: Know
Standard 2: Access
Standard 3: Evaluate
Standard 4: Use
Standard 5: Ethical/Legal

 

Know

I. The information literate student determines the nature and extent of the information needed
 
  1. Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need
  2. Develops a thesis statement and formulates questions based on the information need
  3. Explores general information sources to increase familiarity with the topic
  4. Defines or modifies the information need to achieve a manageable focus
  5. Identifies key concepts and terms that describe the information need
  6. Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information
  7. Knows how information is formally and informally produced, organized, and disseminated
  8. Recognizes that knowledge can be organized into disciplines that influence the way information is accessed
  9. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book).
  10. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
  11. Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline
  12. Realizes that information may need to be constructed with raw data from primary sources
  13. 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)
  14. Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context
  15. Defines a realistic overall plan and timeline to acquire the needed information
  16. Reviews the initial information need to clarify, revise, or refine the question
  17. Describes criteria used to make information decisions and choices

 

Access

II. The information literate student accesses needed information effectively and efficiently
 
  1. Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork)
  2. Investigates benefits and applicability of various investigative methods
  3. Investigates the scope, content, and organization of information retrieval systems
  4. Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system
  5. Develops a research plan appropriate to the investigative method
  6. Identifies keywords, synonyms and related terms for the information needed
  7. Selects controlled vocabulary specific to the discipline or information retrieval source
  8. 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)
  9. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
  10. Implements the search using investigative protocols appropriate to the discipline
  11. Uses various search systems to retrieve information in a variety of formats
  12. Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration
  13. Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners)
  14. Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information
  15. Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized
  16. Identifies gaps in the information retrieved and determines if the search strategy should be revised
  17. Repeats the search using the revised strategy as necessary
  18. Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments)
  19. Creates a system for organizing the information
  20. Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources
  21. Records all pertinent citation information for future reference
  22. Uses various technologies to manage the information selected and organized

 

Evaluate

III. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
 
  1. Reads the text and selects main ideas
  2. Restates textual concepts in his/her own words and selects data accurately
  3. Identifies verbatim material that can be then appropriately quoted
  4. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
  5. Analyzes the structure and logic of supporting arguments or methods
  6. Recognizes prejudice, deception, or manipulation
  7. Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information
  8. Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence
  9. Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information
  10. Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena
  11. Determines whether information satisfies the research or other information need
  12. Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources
  13. Draws conclusions based upon information gathered
  14. Tests theories with discipline-appropriate techniques (e.g., simulators, experiments)
  15. Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions
  16. Integrates new information with previous information or knowledge
  17. Selects information that provides evidence for the topic
  18. Investigates differing viewpoints encountered in the literature
  19. Determines whether to incorporate or reject viewpoints encountered
  20. Participates in classroom and other discussions
  21. Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., email, bulletin boards, chat rooms)
  22. Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs)
  23. Determines if original information need has been satisfied or if additional information is needed
  24. Reviews search strategy and incorporates additional concepts as necessary
  25. Reviews information retrieval sources used and expands to include others as needed

 

Use

IV. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
 
  1. Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards)
  2. Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance
  3. Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance
  4. Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context
  5. Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process
  6. Reflects on past successes, failures, and alternative strategies
  7. Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience
  8. Uses a range of information technology applications in creating the product or performance
  9. Incorporates principles of design and communication
  10. Communicates clearly and with a style that supports the purposes of the intended audience

 

Ethical-Legal

V. 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
 
  1. Identifies and discusses issues related to privacy and security in both the print and electronic environments
  2. Identifies and discusses issues related to free vs. fee-based access to information
  3. Identifies and discusses issues related to censorship and freedom of speech
  4. Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material
  5. Participates in electronic discussions following accepted practices (e.g. "Netiquette")
  6. Uses approved passwords and other forms of ID for access to information resources
  7. Complies with institutional policies on access to information resources
  8. Preserves the integrity of information resources, equipment, systems and facilities
  9. Legally obtains, stores, and disseminates text, data, images, or sounds
  10. Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own
  11. Demonstrates an understanding of institutional policies related to human subjects research
  12. Selects an appropriate documentation style and uses it consistently to cite sources
  13. Posts permission granted notices, as needed, for copyrighted material

 

 

 

 

  by Barbara Seaton