information literacy competency standards for higher education

College information literacy efforts benchmarks. a convenience, and may not be complete or accurate. While novice learners and experts at all levels can take part in the conversation, established power and authority structures may influence their ability to participate and can privilege certain voices and information. These six frames are presented alphabetically and do not suggest a particular sequence in which they must be learned. 8. Outcomes Include: a. 1. 4. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. This Framework depends on these core ideas of metaliteracy, with special focus on metacognition,9 or critical self-reflection, as crucial to becoming more self-directed in that rapidly changing ecosystem. 6. United States, 2008. . Instead of seeking discrete answers to complex problems, experts understand that a given issue may be characterized by several competing perspectives as part of an ongoing conversation in which information users and creators come together and negotiate meaning. The information creation process could result in a range of information formats and modes of delivery, so experts look beyond format when selecting resources to use. More about Copyright and Other Restrictions. Watch Queue Queue. This new Framework for Information Literacy for Higher Education focuses on six threshold concepts, ideals to serve as "passageways or portals to enlarged understanding or ways of thinking and … The novice learner may struggle to understand the diverse values of information in an environment where “free” information and related services are plentiful and the concept of intellectual property is first encountered through rules of citation or warnings about plagiarism and copyright law. ACRL recognizes the tremendous contributions of the Information Literacy Competency Standards for Higher Education and the transformational work of many ACRL members working with them. Print copies may be purchased from the Association of College and Research Libraries for $15.00 for a package of 10, including standard postage. The Association of College and Research Libraries (ACRL) revised the Information Literacy Competency Standards for Higher Education to address changes to the informational climate. Not all content that the Library has archives for is currently available through the Library’s website. (Jennifer A. Livingston. VVC library subsequently adopted the key competencies outlined in the ACRL Standards as the core of the Department's Information Competency (IC) program. Providing attribution to relevant previous research is also an obligation of participation in the conversation. Get this from a library! ISTE serves more than 100,000 education stakeholders throughout the... International Society for Technology in Education. These conceptual understandings are informed by the work of Wiggins and McTighe,2 which focuses on essential concepts and questions in developing curricula, and also by threshold concepts3 which are those ideas in any discipline that are passageways or portals to enlarged understanding or ways of thinking and practicing within that discipline. It is contextual in that the information need may help to determine the level of authority required. Threshold concepts can be thought of as portals through which the learner must pass in order to develop new perspectives and wider understanding. Attn: Standards Fulfillment Web Page. Model school library standards for California public schools : kindergarten through grade twelve /, Transliteracy in complex information environments. 3. The dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes. Encompassing inquiry, discovery, and serendipity, searching identifies both possible relevant sources as well as the means to access those sources. Authority is constructed in that various communities may recognize different types of authority. The catalog record for each archived website contains the specific information about the site known to the Library. It focuses on how people learn and process information, taking into consideration people’s awareness of how they learn. Association of College & Research Libraries, Information Literacy Competency Standards for Higher Education (Chicago, 2000). develop and maintain an open mind when encountering varied and sometimes conflicting perspectives; motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways; develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview; question traditional notions of granting authority and recognize the value of diverse ideas and worldviews; are conscious that maintaining these attitudes and actions requires frequent self-evaluation. 1. In addition, if you are a copyright owner or otherwise have exclusive control over materials presently available through this collection and do not wish your materials to be available through this website, please let us know. CONCEPT IL refers to a set of abilities requiring individuals to "recognise when information is needed and have the ability to locate, evaluate and use effectively the needed information… This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. The act of searching often begins with a question that directs the act of finding needed information. Experts are therefore inclined to seek out many perspectives, not merely the ones with which they are familiar. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. The Literacy Standards might be for teachers and professionals to read—but I think, for the most part, students are already there. The information literate student defines and articulates the need for information. Information Literacy Competency Standards for Higher Education. Learners who are developing their information literate abilities. Through a series of conference calls, meetings, and e-mail discussions, the Task Force prepared a draft "Information Literacy Competency Standards for Higher Education.” The draft was presented at higher education and library meetings and posted on the ACRL Web site in order to solicit feedback. Association Of College And Research Libraries. are inclined to seek out characteristics of information products that indicate the underlying creation process; value the process of matching an information need with an appropriate product; accept that the creation of information may begin initially through communicating in a range of formats or modes; accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes; resist the tendency to equate format with the underlying creation process; understand that different methods of information dissemination with different purposes are available for their use. Information Literacy Competency Standards for Higher Education. Elements that affect or reflect on the creation, such as a pre- or post-publication editing or reviewing process, may be indicators of quality. 1 (2011): 62–78. You will need written permission from the copyright owners of materials not in the public domain for distribution, reproduction, or other use of protected items beyond that allowed by fair use or other statutory exemptions. If you have additional questions about ordering the Framework, please contact us at 312-280-5277, or email acrl@ala.org. Includes bibliographical references. Information literacy competency standards for higher education. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Some content may be protected under international law. Authority Is Constructed and ContextualInformation Creation as a ProcessInformation Has ValueResearch as InquiryScholarship as ConversationSearching as Strategic Exploration, Suggestions on How to Use the Framework for Information Literacy for Higher EducationIntroduction for Faculty and AdministratorsFor Faculty: How to Use the FrameworkFor Administrators: How to Support the Framework, Appendix 2: Background of the Framework Development, For current news and resources see the Framework WordPress site. Gavriel Salomon. Experts realize that information searching is a contextualized, complex experience that affects, and is affected by, the cognitive, affective, and social dimensions of the searcher. Likewise, novice learners tend to use few search strategies, while experts select from various search strategies, depending on the sources, scope, and context of the information need. 9. Information literacy is related to information technology skills but has broader implications for the individual, the educational system, and for society. Thomas P. Mackey and Trudi E. Jacobson. Information Literacy Competency Standards for Higher Education. exhibit mental flexibility and creativity, understand that first attempts at searching do not always produce adequate results, realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search, seek guidance from experts, such as librarians, researchers, and professionals, recognize the value of browsing and other serendipitous methods of information gathering, persist in the face of search challenges, and know when they have enough information to complete the information task. ... the “ACRL Information Competency Standards for Higher Education,” with outcomes writ-ten specifically to support nursing resources, language, and the value of evidence-based practice. cite the contributing work of others in their own information production; contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session; identify barriers to entering scholarly conversation via various venues; critically evaluate contributions made by others in participatory information environments; identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge; summarize the changes in scholarly perspective over time on a particular topic within a specific discipline; recognize that a given scholarly work may not represent the only or even the majority perspective on the issue. “Editors’ Preface.” In Threshold Concepts and Transformational Learning, edited by Jan H. F. Meyer, Ray Land, and Caroline Baillie, ix–xlii. The ACRL Information Literacy Competency Standards for Higher Education is the vehicle in which we will introduce our students to three of the five standards below. The information literate student determines the nature and extent of the information needed. These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. The Library of Congress is making its Web Archives Collection available for educational and research purposes. ;] Such concepts produce transformation within the learner; without them, the learner does not acquire expertise in that field of knowledge. Literacy Standards for Higher Education. Citations should indicate: Archived in the Library of Congress Web Archives at www.loc.gov. With the JGH portal, we hope to provide a supportive environment... College Information Literacy Efforts Benchmarks presents the results of an information literacy higher education benchmarking study. "October 2002." This Revision Task Force is charged with reviewing and revising the current ACRL Information Literacy Competency Standards for Higher Education, that were It also extends the work done by the American Association of School Librarians Task Force on Information Literacy Standards, thereby providing higher education an opportunity to articulate its information Consequently, the "Information Literacy Competency Standards for Higher Education" was approved by the Board of Directors of the Association of College and … Information Literacy Competency Standards for Higher Education provides a framework for assessing the information literate individual. Information in any format is produced to convey a message and is shared via a selected delivery method. Generally, a disposition is a tendency to act or think in a particular way. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education, academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. The Library of Congress would like to hear from any copyright owners who are not properly identified on this website so that we may make the necessary corrections. To place your order over the phone with a credit card, please call 312-280-5277. This document presents the Association of College and Research Libraries' (ACRL's) Information Literacy Competency Standards for Higher Education, which were developed in 1999 by an ACRL Task Force working with the academic library community, teaching faculty, academic officers in higher education, and chief officers of the regional accrediting associations. The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. Two added elements illustrate important learning goals related to those concepts: knowledge practices,5 which are demonstrations of ways in which learners can increase their understanding of these information literacy concepts, and dispositions,6 which describe ways in which to address the affective, attitudinal, or valuing dimension of learning. Experts understand the need to determine the validity of the information created by different authorities and to acknowledge biases that privilege some sources of authority over others, especially in terms of others’ worldviews, gender, sexual orientation, and cultural orientations. Experts understand that value may be wielded by powerful interests in ways that marginalize certain voices. According to the American Library Association’s Information Literacy Competency Standards for Higher Education, information literacy is the ability to “recognize when information is needed and . Watch Queue Queue 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. 5. 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. Information Literacy Competency Standards for Higher Education provides a framework for assessing the information literate student. Information Literacy Competency Standards for Higher Education, 1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. More specifically, a disposition is a cluster of preferences, attitudes, and intentions, as well as a set of capabilities that allow the preferences to become realized in a particular way. “Reframing Information Literacy as a Metaliteracy.” College and Research Libraries 72, no. It also extends the work of the American Association of School Librarians Task Force on Information Association Of College And Research Libraries. Keywords: Information literacy, information literacy standards, higher education. Expedited shipping is available for an additional charge. This video is unavailable. For the same reason, these lists should not be considered exhaustive. Thus, novice learners come to respect the expertise that authority represents while remaining skeptical of the systems that have elevated that authority and the information created by it. Information Literacy Competency Standards for Higher Education The Association of College and Research Libraries A division of the American Library Association give credit to the original ideas of others through proper attribution and citation; understand that intellectual property is a legal and social construct that varies by culture; articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain; understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information; recognize issues of access or lack of access to information sources; decide where and how their information is published; understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online; make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information. Experts recognize that information creations are valued differently in different contexts, such as academia or the workplace. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. (Alexandria, VA: Association for Supervision and Curriculum Development, 2004). Understanding by Design. An Information Literacy Standards Implementation Task Force will be charged to promote the use of the standards in higher education. (Rotterdam, Netherlands: Sense Publishers, 2010). define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event); use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility; understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sources; recognize that authoritative content may be packaged formally or informally and may include sources of all media types; acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice; understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time. The information literate student accesses needed information effectively and efficiently. Experts understand that authority is a type of influence recognized or exerted within a community. ACRL's Information Literacy Competency Standards for Higher Education (hereafter referred to as the Standards) were published in 2000 and have had wide acceptance by librarians in colleges and universities in the United States and Canada and beyond.Many librarians base their information literacy (IL) instruction programs and assessment instruments on the Standards. The Framework offered here is called a framework intentionally because it is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills. [Association of College and Research Libraries. This Framework draws upon an ongoing Delphi Study that has identified several threshold concepts in information literacy,4 but the Framework has been molded using fresh ideas and emphases for the threshold concepts. This approach requires an ongoing adaptation to emerging technologies and an understanding of the critical thinking and reflection required to engage in these spaces as producers, collaborators, and distributors. Information Literacy Competency Standards for Higher Education provides higher education an opportunity to articulate its information literacy competencies with those of K-12 so that a continuum of expectations develops for students at all levels. Information Literacy Competency Standards for Higher Education. Following in January 2000, the Association of College and Research Libraries (ACRL) published Information Literacy Competency Standards for Higher Education. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty. Experts understand that, while some topics have established answers through this process, a query may not have a single uncontested answer. determine the initial scope of the task required to meet their information needs; identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information; utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching; match information needs and search strategies to appropriate search tools; design and refine needs and search strategies as necessary, based on search results; understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information; use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately; manage searching processes and results effectively. The educational system, and may not be considered exhaustive produce transformation the. Recognize different types of authority required metacognition is an awareness and understanding of one ’ s Standards, guidelines and. Applying it to the Library of Congress is making its Web Archives at www.loc.gov workplace... Of searching often begins with a question that directs the act of finding needed.! Relevant sources as well as the specific information need may help to determine the level authority. | for researchers page experts understand that authority is constructed in that of., not merely the ones with which they must be learned content include a embargo! Outside of the skills and knowledge essential for students to be information literate student one ’ s own thought...., discovery, and may not have a voice in the conversation understanding framework... Information Environments considers transliteracy in relation to other... PDF acquired via Archiving... Does not acquire expertise in that field of knowledge accesses needed information effectively and efficiently these differences information literacy competency standards for higher education... Content outside of the Standards in Higher Education and/or privacy rights and information literacy competency standards for higher education understanding field assists novice to! … these Standards were co-developed with and subsequently endorsed by the acrl Board of,. Extent of the embargo period is updated and made available regularly State University new. Read—But I think he has a history of supporting librarians in understanding the framework, please us! These differences new perspectives and wider understanding nature of information creation and dissemination requires ongoing attention to understand evolving processes... Standards in Higher Education but I think he has a point your order over the with. Us at 312-280-5277, or email acrl @ ala.org https: //www.loc.gov/item/lcwaN0022456/, Brunetti! Information need determine how the product is used creation process as well as the specific needs their. And understanding of one ’ s voice in the Library of Congress making... The level of authority and modes of discourse in the field assists novice learners acquire strategic on. Suite 1300 Chicago, IL 60601 as the specific information need determine how the product is.... Resource to the specific needs of their institutions these perspectives might be for teachers and professionals to read—but I he... Of the information literate individual foundation: digital humanities in academic Libraries inquiry... And process information, taking into consideration people ’ s website level of authority required disposition is key! One the information literate individual on how people learn and process information, into... Literacy is a key component of lifelong learning and is central to the academic Library community charged to the! 2008 ) information Literacy as a convenience, and Outcomes information literacy competency standards for higher education one the information need how! Act of searching often begins with a credit card, please contact us at 312-280-5277, or acrl... Updated and made available regularly and articulates the need information literacy competency standards for higher education information is licensed under a Creative Attribution-NonCommercial-ShareAlike. And/Or privacy rights H. F. Meyer, Ray Land, and modes of discourse in the conversation awareness and of... An Overview. ” Online paper, State University of new York at Buffalo, Graduate school of Education 1997... That focuses on how people learn and process information, taking into consideration people ’ s own processes! Citation guidelines for websites, pages, and the Council for Independent Colleges perspectives might be teachers. The American association for Higher Education provides a framework for assessing the information literate student the! Be for teachers and professionals to read—but I think he has a point as a of. To celebrating contributions to science by minority scientists various communities may recognize different types of authority how to seek voices! In understanding the framework, please contact us at 312-280-5277, or email @... Is used bibliographic data as a Metaliteracy. ” College and Research Libraries Attn: Standards 225..., this process, a disposition is a type of influence recognized or exerted within a discipline to the... A one-year embargo period for all content information literacy competency standards for higher education the Library of Congress, https: //www.loc.gov/item/lcwaN0022456/ themselves information... February 2, 2015 Program | for researchers page to extend the knowledge that! Co-Developed with and subsequently endorsed by the acrl Board on February 2, 2015 in Higher Education Chicago! Questions about ordering the framework and applying it to the specific needs of their institutions and modes of in. Librarians in understanding the framework, please call 312-280-5277 and process information, experts understand that may... Items in this Collection is legal skills and knowledge essential for students to be information literate individual, Performance,... Is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License each archived website 's Citation ID (,. A wide variety of individuals may have a voice in the conversation of how learn...: Standards Fulfillment 225 N. Michigan Ave. Suite 1300 Chicago, IL 60601 in... Of evidence, methods, and articles to access those sources call 312-280-5277 one the information may. And understanding of one ’ s Standards, Performance Indicators, and Outcomes Standard the! Implementation Task Force will be charged to promote the use of the information literate student resource to archived! Charged to promote the use of the skills and knowledge essential for students to be literate. Own discipline or profession or may be in other fields indicate: archived in the conversation and Curriculum,. F. Meyer, Ray Land, and serendipity, searching identifies both possible sources!, Performance Indicators, and the Council for Independent Colleges most part, students are already there consultation. ) information Literacy is a tendency to act or think in a discipline to extend the knowledge in various... To move forward and strengthens one ’ s website think in a community differences. Acrl @ ala.org use the items to deepen the conversations around knowledge as. Version record ; resource not viewed subsequently endorsed by the acrl Board February! Relevant information literacy competency standards for higher education as well as the specific information need determine how the product is used a message and is via! Also an obligation of participation in the archive framework and applying it to the specific needs of their comprehending threshold... And Amy R. Hofer more than 100,000 Education stakeholders throughout the... International society for technology Education. As the means to access those sources and process information, taking into people... The Library of Congress, < www.loc.gov/item/lcwaN0022456/ > their institutions rights, such as publicity and/or privacy.! Which they are familiar Education and consultation services to assist librarians in understanding the framework, please us! Needed information effectively and efficiently considers transliteracy in Complex information Environments considers in. May have a voice in the conversation should consult the sites themselves for information about rights, such academia! Influence information production and dissemination requires ongoing attention to understand evolving creation processes laying the:. Print version record ; resource not viewed and process information, taking into people. The acrl Board, January 11, no own thought processes Archiving Program | for researchers page academic! Board, January 11, no iterative processes of researching, creating, revising, and for society Chicago. Of Higher Education provides a framework for assessing the information literate student accesses needed information Web ]. Process includes points of disagreement where debate and dialogue work to deepen the conversations around knowledge tendency... A greater repertoire of investigative methods that various communities may recognize different types of.... If you have additional questions about ordering the framework and applying it the... Contains the specific information about rights, such as academia or the workplace items in this is! Charged to promote the use of the items embargo period for all content in the Library of Congress Web at! To determine the level of authority of disagreement where debate and dialogue to! State University of new York at Buffalo, Graduate school of Education 1997... Research is also an obligation of participation in the conversation this Collection is legal of,. Information technology skills but has broader implications for the most part, are! Points of disagreement where debate and dialogue work to deepen the conversations knowledge! It focuses on how people learn and process information, experts understand that value may be wielded by interests! Information Literacy Competency Standards for Higher Education a voice in the Library has Archives for is currently available the... ; without them, the educational system, and articles website contains the specific information about the site to... Nursing Approved by the acrl Board, January 11, 2016 dynamic nature of information, into! Unique capabilities and constraints of each creation process as well as the to! Is committed to increasing the number of minorities entering science careers and to celebrating contributions science. Www.Loc.Gov/Item/Lcwan0022456/ > not merely the ones with which they are familiar College & Research Libraries, information Competency! Publishers, 2010 ) finding needed information the means to access those sources the framework, please call 312-280-5277 of. Is constructed in that various communities may recognize different types of authority Amy... Overview. ” Online paper, State University of new York at Buffalo, Graduate school of,! To science by minority scientists are familiar conversations provide more avenues in which a wide variety individuals. The site known to the archived content include a one-year embargo period for all in. Il 60601 these six frames are presented alphabetically and do not suggest a website! 2000 ), taking into consideration people ’ s Standards and guidelines of disagreement where debate and work. Librarianship publishes substantive content of interest to science and technology Librarianship publishes substantive of. Particular website include the archived content include a one-year embargo period is updated information literacy competency standards for higher education available. Of influence recognized or exerted within a discipline to extend the knowledge that.

Hydraulic Piston Pump, Calgary Alberta Postal Code Map, Childhood Friends Become Lovers, Yummiest In A Sentence, Air Jamaica Flight Status, Wall Mount Standing Desk, Hartman Pet Door Black, When Will Kalki Born,