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Information Literacy in the Core Workshop for Faculty

Information Literacy Defined

Information Literacy:  Students will be able to identify information needs, locate and access relevant information and critically evaluate a diverse array of sources.

--LMU Undergraduate Learning Goals and Outcomes

WASC Definition

According the Association of College and Research Libraries, the ability to “recognize when information is needed and have the ability to locate, evaluate, and use the needed information” for a wide range of purposes. An information-literate individual is able to determine the extent of information needed, access it, evaluate it and its sources, use the information effectively, and do so ethically and legally.

--The Western Association of Schools and Colleges (WASC) 2013 Handbook of Accreditation Revised

        

UNESCO Definition

Information literacy empowers people in all walks of life to seek, evaluate, use, and create information effectively to achieve their personal, social, occupational and educational goals.

--The United Nations Educational, Scientific and Cultural Organization (UNESCO)

       

ACRL Definition

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.

--The Association of College and Research Libraries (ACRL)

      

The New ACRL Framework

THE FRAMES

AUTHORITY IS CONSTRUCTED AND CONTEXTUAL

Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.

INFORMATION CREATION AS A PROCESS

Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.

INFORMATION HAS VALUE

Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.

RESEARCH AS INQUIRY

Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.

SCHOLARSHIP AS CONVERSATION

Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.

SEARCHING AS STRATEGIC EXPLORATION

Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

THE QUESTIONS THAT LEAD TO LEARNING

  • Can learners define different types of authority?
  • Are learners developing an open mind when encountering varied and sometimes conflicting perspectives?
  • Can learners articulate the capabilities and constraints of information developed through various creation processes?
  • Do learners understand that different methods of information dissemination with different purposes are available for their use?
  • Do learners give credit to the original ideas of others through proper attribution and citation?
  • Do learners respect the original ideas of others?
  • Can learners determine an appropriate scope of investigation?
  • Do learners consider research as open-ended exploration and engagement with information?
  • Can learners contribute to scholarly conversation at an appropriate level?
  • Do learners see themselves a contributors to scholarship rather than only consumers?
  • Can learners utilize divergent and convergent thinking appropriately when searching?
  • Do learners understand that first attempts at searching do not always produce adequate results?

For the full Framework, see http://www.ala.org/acrl/standards/ilframework.