3/1/2006Mary George, Leslie Murtha, and Luisa Paster1 Information Literacy Competency Standards for Higher Education ACRL 2000

3/1/2006 Mary George, Leslie Murtha, and

Luisa Paster 1

Information Literacy Competency Standards for Higher Education

ACRL 2000

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Information Literacy is

The ability to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."

- American Library Association, 1989.

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Information Literacy Competency Standards for Higher Education

Task Force on Information Literacy Competency Standards (1998-2000): Chair Patricia Iannuzzi, Associate University Librarian, University of California-Berkeley; Mike Eisenberg, Dean, School of Information, University of Washington; Donald W. Farmer, Vice President for Academic Affairs, Kings College; Craig Gibson, Associate University Librarian for Public Services, George Mason University; Lori A. Goetsch, Director of Public Services, University of Maryland; Barton Lessin, Director, Science and Engineering Library, Wayne State University; Bonnie Gratch Lindauer, Coordinator, Library Instructional Services, City College of San Francisco; Hannelore B. Rader, Dean of Libraries, University of Louisville; Oswald Ratteray, Middle State Commission of Higher Education and Althea H. Jenkins, ex-officio, Executive Director, ACRL.

Endorsed by the American Association for Higher Education (October 1999).

Approved by ACRL (Jan 2000). Endorsed by the Council of Independent Colleges (February

2004).

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Affiliated Documents

Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians (2001)

Guidelines for Instruction Programs in Academic Libraries (2003)

Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline (2003)

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Standards and Accreditation

All 6 U. S. regional accreditation agencies include some language pertaining to information literacy in their current criteria for institutional evaluation.

Middle States has explicitly defined information literacy as an essential educational outcome. Criteria for accreditation include

“collaboration between professional library staff and faculty in teaching and fostering information literacy skills relevant to the curriculum” [p. 34]

“programs that promote student use of information and learning resources” [p. 34] “evidence of information literacy incorporated in the curriculum with syllabi, or other material

appropriate to the mode of teaching and learning, describing expectations for students’ demonstration of information literacy skills” [p. 36]

“assessment of information literacy outcomes, including assessment of related learner abilities” [p. 36]

- Middle States commission on Higher Education, 2002 Developing Research & Communication Skills: Guidelines for Information

Literacy in the Curriculum (MSCHE, 2003) Many academic disciplines are working to incorporate information literacy-

related concepts into their guidelines and standards. For more information on these initiatives, check out

ALA/ACRL Instruction Section: Information Literacy in the Disciplines.

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Expectations and Accountability ETS Information and Communication

Technology Literacy (ICT) Literacy Assessment

2 levels1. Core Assessment

Targets high school, 1st and 2nd year college students

2. Advanced Assessment Targets 3rd year college students

Both tests expected to be available for Fall 2006

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Information Literacy Competency Standards

for Higher Education

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Standard One

The information literate student determines the nature and extent of the information

needed. Performance Indicators:

1. The information literate student defines and articulates the need for information.

2. The information literate student identifies a variety of types and formats of potential sources for information.

3. The information literate student considers the costs and benefits of acquiring the needed information.

4. The information literate student reevaluates the nature and extent of the information need.

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Standard Two

The information literate student accesses needed information

effectively and efficiently. Performance Indicators:

1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.

2. The information literate student constructs and implements effectively-designed search strategies.

3. The information literate student retrieves information online or in person using a variety of methods.

4. The information literate student refines the search strategy if necessary.

5. The information literate student extracts, records, and manages the information and its sources.

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Standard ThreeThe information literate student evaluates information and its sources

critically and incorporates selected information into his or her knowledge base and value system.

Performance Indicators:1. The information literate student summarizes the main ideas to be extracted from

the information gathered. 2. The information literate student articulates and applies initial criteria for

evaluating both the information and its sources. 3. The information literate student synthesizes main ideas to construct new

concepts. 4. The information literate student compares new knowledge with prior knowledge

to determine the value added, contradictions, or other unique characteristics of the information.

5. The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.

6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.

7. The information literate student determines whether the initial query should be revised.

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Standard Four

The information literate student, individually or as a member of a group, uses information

effectively to accomplish a specific purpose. Performance Indicators:

1. The information literate student applies new and prior information to the planning and creation of a particular product or performance.

2. The information literate student revises the development process for the product or performance.

3. The information literate student communicates the product or performance effectively to others.

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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. Performance Indicators:

1. The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.

2. The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.

3. The information literate student acknowledges the use of information sources in communicating the product or performance.

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Objectives for Information Literacy Instruction:

A Model Statement for Academic Librarians A support structure for planning lessons, teaching

tools, and curricula. Intended to generate discussion and creativity. Not exclusionary.

A practical tool for librarians. Breaks performance indicators into manageable

components. Provides concrete examples of learning outcomes. Intended for adaptation to local circumstances. Addresses Standards and performance indicators

selectively.

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CS 1: Determines the extent of the information needed.

PI 1: Defines and articulates the need for

information. 1.1.c. Explores general information sources to increase

familiarity with the topic. 1.1.d. Defines or modifies the information need to

achieve a manageable focus. 1.1.e. Identifies key concepts and terms that describe

the information need. Lists terms that may be useful for locating information on a topic. Identifies and uses appropriate general or subject-specific

sources to discover terminology related to an information need. Decides when a research topic has multiple facets or may need

to be put into a broader context. Identifies more specific concepts that comprise a research topic.

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PI 2: Identifies a variety of types and formats of potential sources for information. 1.2.a. Knows how information is formally and informally produced,

organized, and disseminated. 1.2.b. Recognizes that knowledge can be organized into disciplines that

influence the way information is accessed. Names the three major disciplines of knowledge (humanities, social sciences,

sciences) and some subject fields that comprise each discipline. Finds sources that provide relevant subject field- and discipline-related

terminology. Uses relevant subject- and discipline-related terminology in the information

research process. Describes how the publication cycle in a particular discipline or subject field

affects the researcher's access to information. 1.2.c. Identifies the value and differences of potential resources in a

variety of formats (e.g., multimedia, database, website, data set, audio/visual, book).

1.2.d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical).

1.2.e. Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline.

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PI 3: Considers the costs and benefits of acquiring the needed information.

1.3.a. 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).

1.3.c. Defines a realistic overall plan and timeline to acquire the needed information.

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PI 4: Reevaluates the nature and extent of the

information need. 1.4.a. Reviews the initial information need to clarify,

revise, or refine the question. 1.4.b. Describes criteria used to make information

decisions and choices. Demonstrates how the intended audience influences

information choices. Demonstrates how the desired end product influences

information choices (e.g., that visual aids or audio/visual material may be needed for an oral presentation).

Lists various criteria, such as currency, which influence information choices. (See also 2.4. and 3.2.)

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CS 2: Accesses needed information effectively and efficiently.

PI 1: Selects the most appropriate investigative methods or information retrieval

systems for accessing the needed information. 2.1.c. Investigates the scope, content, and

organization of information retrieval systems.

2.1.d. Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system.

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PI 2: Constructs and implements effectively-

designed search strategies. 2.2.a. Develops a research plan appropriate to the investigative

method. 2.2.b. Identifies keywords, synonyms and related terms for the

information needed. 2.2.d. 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).

2.2.e. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters.

2.2.f. Implements the search using investigative protocols appropriate to the discipline.

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PI 3: Retrieves information online or in person

using a variety of methods. 2.3.a. Uses various search systems to retrieve information in a

variety of formats. 2.3.b. 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.

2.3.c. 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).

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PI 4 Refines the search strategy if necessary.

2.4.a. Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized.

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PI 5: Extracts, records, and manages the information and its sources.

2.5.c. Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of sources.

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CS3: Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

PI 2: Articulates and applies initial criteria for evaluating both the information and its

sources. 3.2.a. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias.

3.2.c. Recognizes prejudice, deception, or manipulation.

3.2.d. Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information.

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PI 4: Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. 3.4.e. 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.

3.4.g. Selects information that provides evidence for the topic.

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PI 7: Determines whether the initial query should be revised. 3.7.b. Reviews search strategy and incorporates additional

concepts as necessary.

3.7.c. Reviews information retrieval sources used and expands to include others as needed.

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CS5: Understands many of the economic, legal and social issues surrounding the use of information and accesses and uses information ethically and legally.

PI 1: Understands many of the ethical, legal and socio-economic issues surrounding

information and information technology. 5.1.b. Identifies and discusses issues related to free vs. fee-based access to information.

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CS5: Understands many of the economic, legal and social issues surrounding the use of information and accesses and uses information ethically and legally.

PI 3: Acknowledges the use of information sources in communicating the product or

performance. 5.3.a. Selects an appropriate documentation

style and uses it consistently to cite sources.

Example

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Questions to Consider

What information literacy skills do students

bring with them when they enter

Princeton?

What information literacy skills do they

have by the time that they graduate?

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In the course of receiving an education at Princeton, to what extent do students meet these standards and achieve these objectives?

What is left for the University and the Library to do to ensure that students graduate with the information skills they need for the future?

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Are there additional standards or objectives that should be added to these? Is anything missing?

What topics do we want to discuss further?

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References

Characteristics of Excellence in Higher Education: Eligibility Requirements and Standards of Accreditation. (2002). Philadelphia: Middle States Commission on Higher Education. http://www.msche.org/publications/Characteristicsbook050215112128.pdf

Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline. (2003). Chicago: American Library Association. http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm

Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum. (2003). Philadelphia: Middle States Commission on Higher Education.

Guidelines for Instruction Programs in Academic Libraries. (2003). American Library Association. http://www.ala.org/ala/acrl/acrlstandards/guidelinesinstruction.htm

Information and Communication Technology Literacy Assessment. (2006). Princeton, NJ: Educational Testing Service. http://www.ets.org/

Information Literacy Competency Standards for Higher Education. (2000). American Library Association. http://www.ala.org/acrl/ilcomstan.html

Instruction Section. (2005). Information Literacy in the Disciplines. Chicago: American Library Association and Association of College and Research Libraries. http://www.ala.org/ala/acrlbucket/is/projectsacrl/infolitdisciplines/index.htm

Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians. (2001). American Library Association. http://www.ala.org/ala/acrl/acrlstandards/objectivesinformation.htm

Presidential Committee on Information Literacy: Final Report. (1989). Chicago: American Library Association. http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.htm