The Association of College and Research Libraries (ACRL) defines a number of knowledge practices for learners who are working on their information literacy skills and mindset. The following correspond to the UW-Green Bay IL learning outcomes. This list is meant to provide context for the larger learning outcomes, it is unlikely that all of these concepts could be covered in one 3 credit course.
IL 1: Students will use appropriate search strategies and tools to locate information relevant to their information need, refining strategies based on search results.
Learners who are developing their information literate abilities in this area:
- determine the initial scope of the task required to meet their information needs;
- formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, 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;
- consider research as open-ended exploration and engagement with information;
- 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
IL 2: Students will critically evaluate sources of information, considering both the expertise and credibility of the creators and the contextual factors that influence the information’s creation, dissemination, and purpose.
Learners who are developing their information literate abilities in this area:
- 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;
- 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;
- seek multiple perspectives during information gathering and assessment;
- suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood;
IL 3: Students will give credit to the original ideas of others through proper attribution and citation and contribute to the scholarly conversation at an appropriate level.
Learners who are developing their information literate abilities in this area:
- follow ethical and legal guidelines in gathering and using information;
- cite the contributing work of others in their own information production;
- 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;
- understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online;