| STANDARD ONE - AWARE
- The information literate person recognises the need for information
and determines the nature and extent of the information needed.
|
Outcomes |
Examples |
| 1.1 |
Defines and articulates the information need |
| 1.1.1 |
Explores general information sources to increase familiarity with the topic |
| 1.1.2 |
Identifies key concepts and terms in order to formulate the focus questions |
| 1.1.3 |
Defines or modifies the information
need to achieve a manageable focus |
| 1.1.4 |
May confer with others to identify a research topic or other information need |
|
| 1.2 |
Understands the purpose, scope and appropriateness
of a variety of information sources |
| 1.2.1 |
Understands how information
is organised and disseminated, recognising the context of the topic in the discipline |
| 1.2.2 |
Differentiates between, and values
the variety of potential sources of information |
| 1.2.3 |
Identifies the intended purpose
and audience of potential resources eg popular vs scholarly,
current vs historical |
| 1.2.4 |
Differentiates between primary and
secondary sources, recognising how their use and importance
vary with each discipline |
|
| 1.3 |
Re-evaluates the nature and extent of the information need |
| 1.3.1 |
Reviews the initial information need to clarify, revise, or refine the question |
| 1.3.2 |
Articulates and uses criteria to make information decisions and choices |
|
| 1.4 |
Uses diverse sources of information to inform decisions |
| 1.4.1 |
Understands that different sources will present different perspectives |
| 1.4.2 |
Uses a range of sources to understand the issues |
| 1.4.3 |
Uses information for decision making and problem solving |
|
| STANDARD TWO - SEARCH
- The information literate person accesses needed information effectively and efficiently.
|
Outcomes |
Examples |
| 2.1 |
Selects the most appropriate methods or tools for finding information |
| 2.1.1 |
Identifies appropriate investigative
methods eg laboratory experiment, simulation, fieldwork |
| 2.1.2 |
Investigates benefits and applicability
of various investigative methods |
| 2.1.3 |
Investigates the scope, content,
and organisation of information access tools |
| 2.1.4 |
Consults with librarians and other information professionals to help identify information access tools |
|
| 2.2 |
Constructs and implements effective
search strategies |
| 2.2.1 |
Develops a search plan appropriate
to the investigative method |
| 2.2.2 |
Identifies keywords, synonyms and
related terms for the information needed |
| 2.2.3 |
Selects appropriate controlled vocabulary
or classification specific to the discipline or information
access tools |
| 2.2.4 |
Constructs and implements a search strategy using appropriate commands |
| 2.2.5 |
Implements the search using investigative methodology appropriate to the discipline |
|
| 2.3 |
Obtains information using appropriate
methods |
| 2.3.1 |
Uses various information access
tools to retrieve information in a variety of formats |
| 2.3.2 |
Uses appropriate services to retrieve information needed eg document delivery,
professional associations, institutional research offices,
community resources, experts and practitioners |
| 2.3.3 |
Uses surveys, letters, interviews,
and other forms of inquiry to retrieve primary information |
|
| 2.4 |
Keeps up to date with information sources, information technologies, information access tools and investigative methods |
| 2.4.1 |
Maintains awareness of changes in information and communications technology |
| 2.4.2 |
Uses alert/current awareness services |
| 2.4.3 |
Subscribes to listservs and discussion groups |
| 2.4.4 |
Habitually browses print and electronic sources |
|
| STANDARD THREE - EVALUATE
- The information literate person critically evaluates information and the information seeking process.
|
Outcomes |
Examples |
| 3.1 |
Assesses the usefulness and relevance of the information
obtained |
| 3.1.1 |
Assesses the quantity, quality,
and relevance of the search results to determine whether alternative
information access tools or investigative methods should be
utilised |
| 3.1.2 |
Identifies gaps in the information
retrieved and determines if the search strategy should be
revised |
| 3.1.3 |
Repeats the search using the revised
strategy as necessary |
|
| 3.2 |
Defines and applies criteria for evaluating information |
| 3.2.1 |
Examines and compares information from various sources to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias |
| 3.2.2 |
Analyses the structure and logic of supporting arguments or methods |
| 3.2.3 |
Recognises and questions prejudice, deception, or manipulation |
| 3.2.4 |
Recognises the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information |
| 3.2.5 |
Recognises and understands own biases and cultural context |
|
| 3.3 |
Reflects on the information seeking process and revises search strategies as necessary |
| 3.3.1 |
Determines if original information need has been satisfied or if additional information is needed |
| 3.3.2 |
Reviews the search strategy |
| 3.3.3 |
Reviews information access tools used and expands to include others as needed |
| 3.3.4 |
Recognises that the information search process is evolutionary and nonlinear |
|
| STANDARD FOUR - STORE
- The information literate person manages information collected or generated.
|
Outcomes |
Examples |
| 4.1 |
Records information
and its sources |
| 4.1.1 |
Organises the content in a manner that supports the purposes and format of the product eg outlines, drafts, storyboards |
| 4.1.2 |
Differentiates between the types of sources cited and understands the elements and correct citation style for a wide range of resources |
| 4.1.3 |
Records all pertinent citation information for future reference and retrieval |
|
| 4.2 |
Organises (orders/classifies/stores) information |
| 4.2.1 |
Compiles references in the required bibliographic format |
| 4.2.2 |
Creates a system for organising and managing the information obtained eg EndNote, card files |
|
| STANDARD FIVE - USE to create ideas
- The information literate person applies prior and new information to construct new concepts or create new understandings.
|
Outcomes |
Examples |
| 5.1 |
Compares and integrates new understandings with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information |
| 5.1.1 |
Determines whether information satisfies the research or other information need and whether the information contradicts or verifies information used from other sources |
| 5.1.2 |
Recognises interrelationships between concepts and draws conclusions based upon information gathered |
| 5.1.3 |
Selects information that provides evidence for the topic and summarises the main ideas extracted from the information gathered |
| 5.1.4 |
Understands that information and knowledge in any discipline is in part a social construction and is subject to change as a result of ongoing dialogue and research |
| 5.1.5 |
Extends initial synthesis at a higher level of abstraction to construct new hypotheses |
|
| 5.2 |
Communicates knowledge and new understandings effectively |
| 5.2.1 |
Chooses a communication medium and format that best supports the purposes of the product and the intended audience |
| 5.2.2 |
Uses a range of appropriate information technology applications in creating the product |
| 5.2.3 |
Incorporates principles of design and communication appropriate to the environment |
| 5.2.4 |
Communicates clearly and in a style to support the purposes of the intended audience |
|
| STANDARD SIX - USE with Socio-cultural Awareness
- The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information.
|
Outcomes |
Examples |
| 6.1 |
Acknowledges cultural, ethical, legal and
socioeconomic issues related to access to, and use of, information |
| 6.1.1 |
Identifies and can articulate issues related to privacy and security in both the print and electronic environments |
| 6.1.2 |
Identifies and understands issues related to censorship and freedom of speech |
| 6.1.3 |
>Understands and respects Indigenous and multicultural perspectives of using information |
|
| 6.2 |
Recognises that information is underpinned by values and beliefs |
| 6.2.1 |
Identifies whether there are differing values that underpin new information or whether information has implications for personal values and beliefs |
| 6.2.2 |
Applies reasoning to determine whether to incorporate or reject viewpoints encountered |
| 6.2.3 |
Maintains an internally coherent set of values informed by knowledge and experience |
|
| 6.3 |
Conforms with conventions and etiquette related to access to, and use of, information |
| 6.3.1 |
Demonstrates an understanding of what constitutes plagiarism and correctly acknowledges the work and ideas of others |
| 6.3.2 |
Participates in electronic discussions following accepted practices eg Netiquette |
|
| 6.4 |
Legally obtains, stores, and disseminates text, data, images, or sounds |
| 6.4.1 |
Understands fair dealing in respect of the acquisition and dissemination of educational and research materials |
| 6.4.2 |
Respects the access rights of all users and does not damage information resources |
| 6.4.3 |
Obtains, stores, and disseminates text, data, images, or sounds in a legal manner |
| 6.4.4 |
Demonstrates an understanding of intellectual property, copyright and fair use of copyrighted material |
|
