ACRL News Issue (B) of College & Research Libraries C&RL News ■ March 2000 / 207 ACRL STANDARDS I n f o r m a t i o n L i t e r a c y C o m p e n t e n c y S t a n d a r d s f o r H i g h e r E d u c a t i o n T h e f i n a l v e r s io n , a p p r o v e d J a n u a r y 2 0 0 0 Prepared by the ACRL Task Force on Information Literacy Competency Standards In fo rm a tio n literacy defined Information literacy is a set of abilities re quiring individuals to “recognize when in formation is needed and have the ability to locate, evaluate, and use effectively the needed information.”1 Information literacy also is increasingly im portant in the contemporary environment of rapid technological change and proliferating information resources. Because of the esca lating complexity of this environment, indi viduals are faced with diverse, abundant in formation choices—in their academic stud ies, in the workplace, and in their personal lives. Information is available through librar ies, community resources, special interest organizations, media, and the Internet—and increasingly, information comes to individu als in unfiltered formats, raising questions about its authenticity, validity, and reliabil ity. In addition, information is available through multiple media, including graphical, aural, and textual, and these pose new chal lenges for individuals in evaluating and un derstanding it. The uncertain quality and ex panding quantity of information pose large challenges for society. The sheer abundance of information will not in itself create a more informed citizenry without a complementary cluster of abilities necessary to use informa tion effectively. Information literacy forms the basis for life long learning. It is common to all disciplines, to all learning environments, and to all lev els of education. It enables learners to mas ter content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate, individual is able to: • determine the extent of information needed; • access the needed information effec tively and efficiently; • evaluate information and its sources criti cally; • incorporate selected information into one’s knowledge base; • use information effectively to accom plish a specific purpose; and • understand the economic, legal, and social issues surrounding the use of informa tion, and access and use information ethi cally and legally. Abot the authors Members of the task force are Chair Patricia Lannuzzi, University of Califomia-Berkeley, e-mail: piannuzz@library.berkeley.edu; Mike Eisenberg, University of Washington; Donald W. Farmer, Kings College; Craig Gibson, George Mason University; Lori A. Goetsch, University of Maryland; Barton Lessin, Wayne State University; Bonnie Gratch Lindauer, City College of San Francisco; Hannelore B. Rader, University of Louisville; Oswald Ratteray, Middle State Commission of Higher Education; and Althea H. Jenkins, ex-officio, ACRL mailto:piannuzz@library.berkeley.edu 2 0 8 / C & R L N e w s ■ M a r c h 2 0 0 0 Inform ation literacy and inform ation technology In fo r m a tio n lite r a c y is re la te d t o in fo r m a tio n te c h n o lo g y sk ills , b u t has b r o a d e r im p lic a tio n s f o r th e in d iv id u a l, th e e d u c a tio n a l s y s te m , a n d f o r s o c ie ty . In fo r m a tio n t e c h n o lo g y s k ills e n a b le a n in d iv id u a l t o u s e c o m p u te rs , s o ft w a r e a p p lic a tio n s , d a ta b a s e s , a n d o th e r t e c h n o lo g ie s t o a c h ie v e a w i d e v a r ie ty o f a c a d e m ic , w o r k - r e la t e d , a n d p e r s o n a l g o a ls . In fo r m a t io n lite ra te in d iv id u a ls n e c e s s a r ily d e v e l o p s o m e t e c h n o lo g y skills. In fo r m a t io n lite ra c y , w h ile s h o w in g s ig n ific a n t o v e r la p w it h in fo r m a tio n t e c h n o lo g y sk ills, is a d is tin c t a n d b r o a d e r a r e a o f c o m p e t e n c e . In c r e a s in g ly , in fo r m a tio n te c h n o l o g y s k ills a r e in t e r w o v e n w ith , a n d s u p p o rt, in fo r m a tio n lite ra c y . A 1999 r e p o r t fr o m th e N a tio n a l R e s e a rc h C o u n c il p r o m o te s th e c o n c e p t o f “ f lu e n c y ” w it h in fo r m a tio n te c h n o l o g y a n d d e lin e a te s s e v e r a l d is tin c tio n s u s e fu l in u n d e r s ta n d in g r e la tio n s h ip s a m o n g in fo r m a t io n lite r a c y , c o m p u t e r lite r a c y , a n d b r o a d e r t e c h n o lo g ic a l c o m p e te n c e . T h e r e p o r t n o te s that “ c o m p u te r lite r a c y ” is c o n c e r n e d w it h r o te le a r n in g o f s p e c ific h a r d w a r e a n d s o ftw a r e a p p lic a tio n s , w h ile “f lu e n c y w it h t e c h n o lo g y ” fo c u s e s o n u n d e r s ta n d in g th e u n d e r ly in g c o n c e p ts o f te c h n o l o g y a n d a p p ly in g p r o b le m - s o lv in g a n d c riti c a l th in k in g t o u s in g t e c h n o lo g y . T h e r e p o r t a ls o d is c u s s e s d iffe r e n c e s b e t w e e n in fo r m a tio n t e c h n o lo g y f lu e n c y a n d in fo r m a tio n lit e r a c y as it is u n d e r s t o o d in K - 1 2 a n d h ig h e r e d u c a t io n . A m o n g t h e s e a r e in fo r m a t io n lite r a c y ’s fo c u s o n c o n te n t, c o m m u n ic a tio n , an a lysis , in fo r m a tio n s e a rc h in g , a n d e v a lu a tio n ; w h e r e a s in fo r m a tio n t e c h n o lo g y “ flu e n c y ” fo c u s e s o n a d e e p u n d e r s ta n d in g o f t e c h n o l o g y a n d g r a d u a t e d , i n c r e a s i n g l y s k ille d u s e o f it.2 “ F lu e n c y ” w it h in fo r m a t io n t e c h n o l o g y m a y r e q u ir e m o r e in te lle c tu a l a b ilitie s th an th e r o te le a r n in g o f s o ft w a r e a n d h a r d w a r e a s s o c ia te d w it h “ c o m p u te r lite r a c y ” b u t th e fo c u s is still o n th e t e c h n o lo g y its e lf. In fo r m a tio n lite ra c y , o n th e o t h e r h a n d , is a n in te lle c tu a l f r a m e w o r k f o r u n d e r s ta n d in g , fin d in g , e v a lu a tin g , a n d u s in g in fo r m a tio n — a c tiv itie s th at m a y b e a c c o m p lis h e d in p a rt b y flu e n c y w it h in fo r m a tio n t e c h n o lo g y , in p art b y s o u n d in v e s tig a tiv e m e th o d s , b u t m o s t im p ortan t, th ro u g h c ritic a l d is c e r n m e n t a n d re a s o n in g . In fo r m a tio n lite ra c y in itiates, sustains, a n d e x te n d s lif e lo n g le a r n in g th r o u g h a b ili tie s w h ic h m a y u s e t e c h n o lo g ie s b u t a re u lti m a te ly in d e p e n d e n t o f th e m . Inform ation literacy and higher education D e v e l o p i n g l if e lo n g le a rn e rs is c e n tr a l t o th e m is s io n o f h ig h e r e d u c a tio n in stitu tio n s. B y D evelo p in g th e In fo rm atio n Lite ra cy C o m p ete n cy S tan d ard s R e c o g n iz in g th e r o le o f c ritic a l th in k in g in th e le a r n in g p r o c e s s , in 199 8 th e A C R L B o a r d e s ta b lis h e d a T a s k F o r c e o n In fo r m a tio n L ite r a c y C o m p e t e n c y S ta n d a rd s a n d c h a r g e d it to d e v e lo p c o m p e t e n c y stan d ard s in th is area f o r h ig h e r e d u c a tio n . T h r o u g h a s e rie s o f c o n f e r e n c e calls, m e e tin g s , a n d e -m a il d is c u s s io n s , th e T a s k F o r c e p r e p a r e d a d ra ft "In fo r m a tio n L ite ra c y C o m p e t e n c y S ta n d ard s f o r H ig h e r E d u c a tio n .” T h e d ra ft w a s p r e s e n te d at h ig h e r e d u c a tio n a n d lib ra ry m e e tin g s a n d p o s t e d o n th e A C R L W e b s ite in o r d e r t o s o lic it f e e d b ack . C o m m e n ts w e r e r e v ie w e d b y th e task fo r c e a n d th e sta n d a rd s w e r e r e v is e d . In Ju ly 1999, C ra ig G ib s o n w a s a p p o in t e d as a n e w task fo r c e m e m b e r to w o r k w it h th e task fo r c e o n th e r e w r it e o f th e in tr o d u c tio n a n d e x p a n s io n o f th e fro n t m atter. In S e p te m b e r 1999, N a n a L o w e ll, an ass es sm en t c o n s u lta n t fr o m th e U n iv e r s ity o f W a s h in g to n , w a s c o n tra c te d t o p r o v id e fe e d b a c k a b o u t im p lic a tio n s f o r ass es sm en t. T h e s e s ta n d a rd s w e r e r e v i e w e d b y th e A C R L S ta n d ard s C o m m it te e a n d a p p r o v e d b y th e B o a r d o f D ir e c to r s o f th e A s s o c ia t io n o f C o lle g e a n d R e s e a rc h L ib ra rie s (A C R L ) o n J a n u a ry 18, 2000, at th e M id w in t e r M e e tin g o f th e A m e r ic a n L ib ra ry A s s o c ia tio n in San A n t o n io , T e x a s . A C R L s e e k s e n d o r s e m e n t a n d p r o m u lg a tio n o f th e s e sta n d a rd s fr o m p r o fe s s io n a l a n d a c c re d ita tio n a s s oc ia tio n s in h ig h e r e d u c a tio n . A n In fo r m a tio n L ite ra cy S tan d ards Im p le m e n ta tio n T a s k F o r c e w ill b e c h a r g e d t o p r o m o te th e u s e o f th e s ta n d a rd s in h ig h e r e d u c a tio n . W e e n c o u r a g e y o u to s h a re th e s e w it h y o u r c o lle a g u e s a n d a p p r o p r ia te o r g a n iz a tio n s . C & R L N e w s ■ M a r c h 2 0 0 0 / 2 0 9 e n s u r in g th a t in d iv id u a ls h a v e th e in te lle c tu al a b ilitie s o f r e a s o n in g a n d c ritic a l th in k in g , a n d b y h e lp in g th e m c o n s tru c t a fr a m e w o r k f o r le a r n in g h o w t o le a rn , c o lle g e s a n d u n iv e r s itie s p r o v id e th e fo u n d a tio n f o r c o n tin u e d g r o w t h th r o u g h o u t th e ir c a re e rs , as w e l l as in th e ir r o le s as in fo r m e d c itiz e n s a n d m e m b e rs o f c o m m u n itie s . In fo r m a tio n lite ra cy is a k e y c o m p o n e n t o f, a n d c o n tr ib u to r to, lif e lo n g le a rn in g . In fo r m a t io n lite r a c y c o m p e te n c y e x te n d s le a rn in g b e y o n d fo r m a l class r o o m s e ttin g s a n d p r o v id e s p ra c tic e w it h s e lf d ir e c te d in v e s tig a tio n s as in d iv id u a ls m o v e in to in te rn sh ip s, first p r o fe s s io n a l p o s itio n s , a n d in c r e a s in g re s p o n s ib ilitie s in a ll a ren a s o f life . B e c a u s e in fo rm a tio n lite ra c y a u g m e n ts s tu d e n ts ’ c o m p e t e n c y w it h e v a lu a tin g , m a n a g in g a n d u s in g in fo r m a tio n , it is n o w c o n s id e r e d b y s e v e r a l r e g io n a l a n d d is c ip lin e - b a s e d a c c r e d ita tio n a s s o c ia t io n s as a k e y o u t c o m e f o r c o l l e g e s tu d e n ts.3 F o r s tu d e n ts n o t o n tr a d itio n a l c a m p u s e s , in fo r m a t io n r e s o u r c e s a r e o ft e n a v a ila b le th r o u g h n e t w o r k s a n d o th e r c h a n n e ls , a n d d is t r ib u t e d le a r n i n g t e c h n o l o g i e s p e r m it te a c h in g a n d le a r n in g t o o c c u r w h e n th e te a c h e r a n d th e s tu d e n t a r e n o t in th e s a m e p la c e at th e s a m e tim e . T h e c h a lle n g e f o r th o s e p r o m o t in g in fo r m a tio n lite r a c y in d is ta n c e e d u c a tio n c o u rs e s is t o d e v e l o p a c o m p a r a b le r a n g e o f e x p e r ie n c e s in le a r n in g a b o u t in fo r m a tio n r e s o u r c e s as a r e o f f e r e d o n tr a d itio n a l c a m p u s e s . In fo r m a t io n lite ra c y c o m p e te n c ie s f o r d is ta n c e le a r n in g s tu d en ts s h o u ld b e c o m p a r a b le t o th o s e f o r “o n c a m p u s ” stu d en ts. In c o r p o r a tin g in fo r m a tio n lite r a c y a c ro s s c u rric u la , in a ll p r o g r a m s a n d s e rv ic e s , a n d th r o u g h o u t th e a d m in is tra tiv e life o f th e u n i v e r s ity r e q u ir e s th e c o lla b o r a tiv e e ffo r ts o f f a c u l t y , l i b r a r i a n s , a n d a d m i n i s t r a t o r s . T h r o u g h le c tu re s a n d b y le a d in g d isc u s sio n s , fa c u lty e s ta b lis h th e c o n t e x t f o r le a rn in g . F a c u lty a ls o in s p ire stu d e n ts t o e x p lo r e th e u n k n o w n , o f f e r g u id a n c e o n h o w b e s t t o fu lfill in fo r m a t io n n e e d s , a n d m o n it o r s tu d e n ts ’ p ro g re s s . A c a d e m ic lib ra ria n s c o o r d in a t e th e e v a lu a t io n a n d s e le c t io n o f in te lle c tu a l r e s o u rc e s f o r p r o g ra m s a n d s e rv ic e s ; o r g a n iz e a n d m a in ta in c o lle c tio n s a n d m a n y p o in ts o f a c c e s s to in fo r m a tio n ; a n d p r o v id e in stru c tio n t o s tu d e n ts a n d fa c u lty w h o s e e k in fo r m a tio n . A d m in is tra to rs c re a te o p p o r tu n itie s f o r c o l l a b o r a t i o n a n d s t a f f d e v e l o p m e n t a m o n g fa c u lty , lib raria n s, a n d o th e r p r o fe s s io n a ls w h o in itia te in fo r m a tio n lite r a c y p r o g ra m s , le a d in p la n n in g a n d b u d g e t in g f o r th o s e p r o g r a m s , a n d p r o v i d e o n g o i n g r e s o u rc e s t o sustain th e m . Inform ation literacy and pedagogy T h e B o y e r C o m m is s io n R e p o r t “ R e in v e n tin g U n d e rg ra d u a te E d u c a tio n ,” re c o m m e n d s strat e g ie s th at r e q u ir e th e s tu d e n t t o e n g a g e a c t iv e ly in th e “ fr a m in g o f a s ig n ific a n t q u e s t io n o r s e t o f q u e s tio n s , t h e r e s e a r c h o r c r e a tiv e e x p lo r a t io n t o fin d a n s w e rs , a n d th e com m u n ication s skills t o c o n v e y th e results … ”4 C o u r s e s s tru ctu re d in s u c h a w a y c r e a te stu d e n t- c e n t e r e d le a r n in g e n v ir o n m e n ts w h e r e in q u iry is th e n o rm , p r o b le m s o lv in g b e c o m e s th e fo c u s , a n d th in k in g c ritic a lly is p art o f th e p ro c e s s . S u ch le a r n in g e n v ir o n m e n ts r e q u ir e in fo r m a tio n lite r a c y c o m p e te n c ie s . G a in in g sk ills in in fo r m a tio n lite r a c y m u l tip lie s th e o p p o r tu n itie s f o r s tu d e n ts ’ s e lf- d i r e c t e d le a r n in g as th e y b e c o m e e n g a g e d in u s in g a w i d e v a r ie ty o f in fo r m a tio n s o u rc e s t o e x p a n d th e ir k n o w le d g e , ask in fo r m e d q u e s tio n s , a n d s h a rp e n th e ir c ritic a l th in k in g f o r s till fu rth e r s e lf- d ir e c te d le a rn in g . A c h ie v in g c o m p e t e n c y in in fo r m a tio n lite r a c y r e q u ire s a n u n d e r s ta n d in g th at th is c lu s te r o f a b ilitie s is n o t e x tr a n e o u s t o th e c u rric u lu m b u t is w o v e n in to th e c u rric u lu m ’s c o n te n t, stru ctu re, a n d s e q u e n c e . T h is c u rric u la r in te g r a tio n a ls o a ffo r d s m a n y p o s s ib ilitie s f o r fu r th e r in g th e in flu e n c e a n d im p a c t o f su c h stu d e n t- c e n t e r e d te a c h in g m e th o d s as p r o b le m - b a s e d le a rn in g , e v id e n c e - b a s e d le a rn in g , a n d in q u ir y le a r n in g . G u id e d b y fa c u lty a n d o th e rs in p r o b le m - b a s e d a p p r o a c h e s , s tu d en ts r e a s o n a b o u t c o u r s e c o n te n t at a d e e p e r l e v e l th a n is p o s s ib le th r o u g h th e e x c lu s iv e u s e o f le c tu re s a n d te x tb o o k s . T o ta k e fu lle s t a d v a n ta g e o f p r o b le m - b a s e d le a r n in g , s tu d en ts m u st o ft e n u s e th in k in g s k ills r e q u ir in g th e m t o b e c o m e s k i l l e d u s e r s o f i n f o r m a t i o n s o u r c e s in m a n y l o c a t i o n s a n d f o r m a t s , th e r e b y in c r e a s in g th e ir r e s p o n s ib ility f o r th e ir o w n le a rn in g . T o o b t a in th e in fo r m a tio n th e y s e e k f o r th e ir in v e s tig a tio n s , in d iv id u a ls h a v e m a n y o p tio n s . O n e is to u tiliz e a n in fo r m a tio n r e tr ie v a l s y stem , s u c h as m a y b e fo u n d in a lib ra ry o r in d a ta b a s e s a c c e s s ib le b y c o m p u te r f r o m a n y lo c a tio n . A n o t h e r o p t io n is to s e le c t a n a p p r o p r ia te in v e s tig a tiv e m e th o d f o r 2 1 0 / C & R L N e w s • M a r c h 2 0 0 0 o b s e r v in g p h e n o m e n a d ir e c tly . F o r e x a m p le , p h y s ic ia n s , a r c h a e o lo g is t s , a n d a s tr o n o m e r s f r e q u e n t ly d e p e n d u p o n p h y s ic a l e x a m in a tio n t o d e t e c t th e p r e s e n c e o f p a r tic u la r p h e n o m e n a . In a d d itio n , m a th e m a tic ia n s , c h e m ists, a n d p h y s ic is ts o ft e n u t iliz e t e c h n o lo g ie s s u c h as s ta tistica l s o f t w a r e o r s im u la to rs t o c r e a te a r tific ia l c o n d it io n s in w h ic h t o o b s e r v e a n d a n a ly z e th e in te r a c tio n o f p h e n o m e n a . A s s tu d e n ts p r o g r e s s th r o u g h th e ir u n d e r g r a d u a te y e a r s a n d g r a d u a t e p r o g r a m s , t h e y n e e d t o h a v e r e p e a t e d o p p o r t u n it ie s f o r s e e k in g , e v a lu a t in g , a n d m a n a g in g in fo r m a t io n g a t h e r e d f r o m m u ltip le s o u r c e s a n d d is c ip lin e - s p e c if ic re s e a r c h m e th o d s . Use o f th e stan d ard s “I n f o r m a t io n L ite r a c y C o m p e t e n c y S ta n d a rd s f o r H ig h e r E d u c a tio n ” p r o v id e s a f r a m e w o r k f o r a s s e s s in g th e in fo r m a t io n lite r a te in d i v id u a l. It a ls o e x t e n d s th e w o r k o f th e A m e r i c a n A s s o c ia t io n o f S c h o o l L ib ra ria n s T a s k F o r c e o n I n f o r m a t io n L it e r a c y S ta n d a r d s , t h e r e b y p r o v id in g h ig h e r e d u c a t io n a n o p p o r tu n it y t o a rtic u la te its in fo r m a tio n lite r a c y c o m p e t e n c ie s w it h th o s e o f K - 1 2 s o th a t a c o n t in u u m o f e x p e c t a t io n s d e v e l o p s f o r stu d e n ts a t a ll le v e ls . T h e c o m p e t e n c ie s p r e s e n te d h e r e o u t lin e th e p r o c e s s b y w h ic h f a c u lty , lib ra ria n s , a n d o th e r s p in p o in t s p e c if ic in d ic a to r s th a t id e n t ify a s tu d e n t as in fo r m a t io n lite ra te . S tu d e n ts a ls o w i l l f in d th e c o m p e t e n c ie s u s e fu l, b e c a u s e t h e y p r o v i d e s tu d e n ts w it h a fr a m e w o r k f o r g a in in g c o n t r o l o v e r h o w th e y in te ra c t w it h in fo r m a tio n in th e ir e n v ir o n m e n t. It w i l l h e lp t o s e n s itiz e th e m t o th e n e e d t o d e v e l o p a m e t a c o g n it iv e a p p r o a c h t o le a r n in g , m a k in g th e m c o n s c io u s o f th e e x p lic it a c tio n s r e q u ir e d f o r g a th e r in g , a n a ly z in g , a n d u s in g in fo r m a tio n . A ll s tu d e n ts a r e e x p e c t e d t o d e m o n s tr a te a ll o f th e c o m p e t e n c ie s d e s c r ib e d in th is d o c u m e n t, b u t n o t e v e r y o n e w i l l d e m o n s tr a te th e m t o th e s a m e l e v e l o f p r o f ic ie n c y o r at t h e s a m e s p e e d . F u r th e r m o r e , s o m e d is c ip lin e s m a y p la c e g r e a t e r e m p h a s is o n th e m a s te r y o f c o m p e t e n c ie s a t c e r ta in p o in t s in th e p r o c e s s , a n d t h e r e fo r e c e rta in c o m p e t e n c ie s w o u l d r e c e iv e g r e a t e r w e i g h t th a n o th e r s in a n y ru b ric f o r m e a s u r e m e n t. M a n y o f th e c o m p e t e n c ie s a r e li k e l y t o b e p e r f o r m e d r e c u r s iv e ly , in th at th e r e fle c t iv e a n d e v a lu a t iv e a s p e c ts in c lu d e d w it h in e a c h s ta n d a rd w i l l r e q u ir e th e s tu d e n t t o re tu rn t o a n e a r lie r p o in t in th e p r o c e s s , r e v is e th e in fo r m a tio n - s e e k in g a p p r o a c h , a n d r e p e a t th e s a m e s te p s . T o im p le m e n t t h e s ta n d a rd s fu lly , a n in s titu tio n s h o u ld firs t r e v i e w its m is s io n a n d e d u c a tio n a l g o a ls t o d e t e r m in e h o w in fo r m a tio n lite r a c y w o u l d im p r o v e le a r n in g a n d e n h a n c e th e in s titu tio n ’s e ff e c t iv e n e s s . T o fa c ilita te a c c e p ta n c e o f th e c o n c e p t , fa c u lty a n d s t a ff d e v e l o p m e n t is a ls o c ru c ia l. In fo rm atio n litera cy and asse ssm e n t In th e f o l l o w i n g c o m p e t e n c ie s , th e r e a r e f i v e s ta n d a rd s a n d t w e n t y - t w o p e r f o r m a n c e in d i c a to rs . T h e s ta n d a rd s f o c u s u p o n th e n e e d s o f s tu d e n ts in h ig h e r e d u c a tio n at a ll le v e ls . T h e s ta n d a rd s a ls o list a r a n g e o f o u t c o m e s f o r a s s e s s in g s tu d e n t p r o g r e s s t o w a r d in fo r m a t io n lit e r a c y . T h e s e o u t c o m e s s e r v e as g u id e lin e s f o r fa c u lty , lib ra ria n s , a n d o th e r s in d e v e l o p i n g lo c a l m e t h o d s f o r m e a s u r in g s t u d e n t l e a r n i n g in t h e c o n t e x t o f a n in s titu tio n ’s u n iq u e m is s io n . In a d d it io n t o a s s e s s in g a ll s tu d e n ts ’ b a s ic in fo r m a tio n lit e r a c y s k ills , fa c u lty a n d lib ra ria n s s h o u ld a ls o w o r k t o g e t h e r t o d e v e l o p a s s e s s m e n t in s tru m e n ts a n d s tr a te g ie s in th e c o n t e x t o f p a r tic u la r d is c ip lin e s , as i n fo r m a t io n lit e r a c y m a n ife s ts it s e lf in th e s p e c if ic u n d e r s ta n d in g o f th e k n o w l e d g e c r e a tio n , s c h o la r ly a c tiv ity , a n d p u b lic a tio n p r o c e s s e s fo u n d in th o s e d is c ip lin e s . In im p le m e n tin g th e s e stan d ard s, in stitu tio n s n e e d t o r e c o g n iz e th at d iffe r e n t le v e ls o f th in k in g skills a re a s s o c ia te d w ith v a rio u s le a rn in g o u t c o m e s — a n d th e r e fo r e d iffe r e n t in stru m e n ts o r m e th o d s a r e e s s e n tia l t o assess th o s e o u tc o m e s . F o r e x a m p le , b o t h “h ig h e r o r d e r ” a n d “ l o w e r o r d e r ” th in k in g sk ills, b a s e d o n B l o o m ’s “T a x o n o m y o f E d u c a tio n a l O b je c tiv e s ,” a r e e v id e n t th r o u g h o u t th e o u t c o m e s d e t a ile d in th is d o c u m e n t. It is s tr o n g ly s u g g e s t e d th a t a s s e s s m e n t m e th o d s a p p r o p r ia te t o th e th in k in g s k ills a s s o c ia te d w it h e a c h o u t c o m e b e id e n tifie d as a n in te g ra l p art o f th e in stitu tio n ’s im p le m e n ta tio n p la n . F o r e x a m p le , th e f o l l o w in g o u t c o m e s illu s trate h igh er o rd e r a n d low er o rd e r th in k in g skills: Low er O rd er th in k in g skill: O u t c o m e 2 .2 .a. Id e n tifie s k e y w o r d s , s y n o n y m s , a n d re la te d te rm s f o r th e in fo r m a tio n n e e d e d . C & R L N e w s m M a r c h 2 0 0 0 / 2 1 1 H ig h e r O rd e r t h in k in g s k ill: O u t c o m e 3 .3 .b . E x t e n d s in it ia l s y n t h e s is , w h e n p o s s i b l e , t o a h i g h e r l e v e l o f a b s t r a c t io n t o c o n s t r u c t n e w h y p o t h e s e s th a t m a y r e q u i r e d a d d i t i o n a l i n f o r m a t i o n . F a c u lt y , lib r a r ia n s , a n d o t h e r s w i l l f i n d t h a t d i s c u s s i n g a s s e s s m e n t m e t h o d s c o l l a b o r - a t i v e l y is a v e r y p r o d u c t i v e e x e r c is e in p l a n n i n g a s y s t e m a t ic , c o m p r e h e n sive i n f o r m a t i o n l i t e r a c y p r o g r a m . T h i s a s s e s s m e n t p r o g r a m s h o u l d r e a c h a l l s tu d e n t s , p i n p o i n t a r e a s f o r f u r t h e r p r o g r a m d e v e l o p m e n t , a n d c o n s o l i d a t e l e a r n i n g g o a l s a l r e a d y a c h i e v e d . I t a l s o s h o u l d m a k e e x p l i c i t t o t h e in s t it u t io n ’s c o n s t i t u e n c i e s h o w i n f o r m a t i o n l i t e r a c y c o n t r ib u t e s t o p r o d u c i n g e d u c a t e d s tu d e n t s a n d c it iz e n s . Standards, performance indicators, and outcomes Stan dard one T h e in fo r m a t io n lite ra te s tu d e n t d e t e r m in e s th e n a tu re a n d e x te n t o f th e in fo r m a tio n n e e d e d . Perform ance Indicators 1. T h e in fo r m a t io n lite r a te s tu d e n t d e f in e s a n d a r tic u la te s th e n e e d f o r in fo r m a tio n . O utcom es in clu d e: a. c o n fe r s w it h in s tru c to rs a n d p a r tic ip a te s in c la s s d is c u s s io n s , p e e r w o r k g r o u p s , a n d e le c t r o n ic d is c u s s io n s t o id e n t if y a r e s e a r c h to p ic , o r o t h e r in fo r m a t io n n e e d ; b . d e v e l o p s a th e s is s ta te m e n t a n d f o r m u la t e s q u e s t io n s b a s e d o n t h e in f o r m a t io n n e e d ; c. e x p l o r e s g e n e r a l in fo r m a t io n s o u r c e s t o in c r e a s e fa m ilia r ity w it h th e to p ic : d . d e f i n e s o r m o d i f i e s t h e i n fo r m a t io n n e e d t o a c h ie v e a m a n a g e a b le fo c u s ; e . id e n t ifie s k e y c o n c e p t s a n d te r m s th a t d e s c r ib e th e in fo r m a t io n n e e d ; a n d f. r e c o g n iz e s th a t e x is t in g in fo r m a t io n c a n b e c o m b i n e d w i t h o r ig in a l th o u g h t, e x p e r i m e n ta t io n , a n d / o r a n a ly s is t o p r o d u c e n e w in fo r m a tio n . 2. T h e in fo r m a t io n lite r a te s tu d e n t id e n t i f ie s a v a r ie t y o f ty p e s a n d fo r m a ts o f p o t e n tia l s o u r c e s f o r in fo r m a tio n . O utcom es in clu d e: a. k n o w s h o w in fo r m a t io n is f o r m a lly a n d in fo r m a lly p r o d u c e d , o r g a n iz e d , a n d d is s e m i n a te d ; b . r e c o g n iz e s th a t k n o w l e d g e c a n b e o r g a n iz e d in to d is c ip lin e s th a t in flu e n c e th e w a y in fo r m a t io n is a c c e s s e d ; c . id e n t if ie s th e v a lu e a n d d iff e r e n c e s o f p o t e n t ia l r e s o u r c e s in a v a r ie t y o f fo r m a t s ( e . g . , m u ltim e d ia , d a ta b a s e , W e b s ite , d a ta s e t, a u d io / v is u a l, b o o k ) ; d . id e n t if ie s th e p u r p o s e a n d a u d ie n c e o f p o t e n t ia l r e s o u r c e s ( e . g . , p o p u la r v s . s c h o l a r ly , c u r r e n t v s . h is t o r ic a l); e . d iffe r e n tia te s b e t w e e n p r im a r y a n d s e c o n d a r y s o u r c e s , r e c o g n i z i n g h o w th e ir u s e a n d im p o r ta n c e v a r y w it h e a c h d is c ip lin e ; a n d f. r e a liz e s th a t in fo r m a t io n m a y n e e d t o b e c o n s tr u c t e d w i t h r a w d a ta f r o m p r im a r y s o u r c e s . 3. T h e in fo r m a t io n lite r a te s tu d e n t c o n s id e r s th e c o s ts a n d b e n e fit s o f a c q u ir in g th e n e e d e d in fo r m a tio n . O utcom es in clu d e: a. d e t e r m in e s t h e a v a ila b ilit y o f n e e d e d in fo r m a t io n a n d m a k e s d e c is io n s o n b r o a d e n in g th e in fo r m a t io n - s e e k in g p r o c e s s b e y o n d l o c a l r e s o u r c e s (e . g . , in te r lib r a r y lo a n ; u s in g r e s o u r c e s a t o t h e r lo c a tio n s ; o b t a in in g im a g e s , v id e o s , te x t, o r s o u n d ) b . c o n s id e r s t h e f e a s ib ilit y o f a c q u ir in g a n e w la n g u a g e o r s k ill ( e . g . , f o r e i g n o r d is c i p l i n e - b a s e d ) in o r d e r t o g a t h e r n e e d e d in f o r m a t i o n a n d t o u n d e r s t a n d its c o n t e x t ; a n d c . d e f i n e s a r e a l i s t i c o v e r a l l p la n a n d t i m e l i n e t o a c q u i r e t h e n e e d e d i n f o r m a t io n . 4. T h e in fo r m a tio n lite ra te s tu d e n t r e e v a lu a te s th e n a tu re a n d e x t e n t o f th e in fo r m a tio n n e e d . O utcom es in clu d e: a. r e v i e w s th e in itia l in fo r m a t io n n e e d to c la r ify , r e v is e , o r r e fin e th e q u e s tio n ; a n d b . d e s c r ib e s c rite r ia u s e d t o m a k e in fo r m a tio n d e c is io n s a n d c h o ic e s . 2 1 2 / C & R L N e w s » M a r c h 2 0 0 0 Standard two T h e in fo rm atio n literate student accesses n e e d e d in fo rm a tio n effectively a n d e ffi ciently. Performance Indicators 1. T h e in fo rm a tio n lite ra te stu d e n t sele cts th e m o s t a p p ro p ria te in v e s tig a tiv e m e th o d s o r in fo rm a tio n re trie v a l system s f o r a c c es s in g th e n e e d e d in fo rm a tio n . Outcomes include: a. id en tifies a p p ro p ria te in ve s tiga tiv e m eth o d s (e .g ., la b o ra to ry e x p e rim e n t, sim u la tion , fie ld w o r k ); b. in v e s tig a te s b e n e fits a n d a p p lic a b ility o f v a rio u s in v e s tig a tiv e m e th o d s ; c. in vestigates th e s c o p e , c on ten t, a n d or ga n ization o f in form ation retrieval system s; and d. s e le c t s e f f i c i e n t a n d e f f e c t i v e a p p r o a c h e s f o r a c c e s s in g th e i n fo r m a t io n n e e d e d fr o m th e in v e s tig a tiv e m e th o d o r in fo r m a tio n re trie v a l system . 2. T h e in fo rm a tio n lite ra te stu d en t c o n structs a n d im p le m e n ts e ffe c tiv e ly d e s ig n e d sea rch strategies. Outcomes include: a. d e v e lo p s a re s e a rc h p la n a p p ro p ria te to th e in v e s tig a tiv e m e th o d ; b. id e n tifie s k e y w o r d s , s y n o n y m s a n d re la te d term s f o r th e in fo rm a tio n n e e d e d ; c. s ele cts c o n tr o lle d v o c a b u la ry s p e c ific to th e d is c ip lin e o r in fo r m a tio n r e tr ie v a l s ou rce; d. con stru cts a s e a rch s tra te gy u sin g a p p ro p ria te c o m m a n d s f o r th e in fo rm a tio n re triev al system s e le c te d (e .g ., B o o le a n o p e r a tors, tru n cation , a n d p r o x im ity f o r s ea rch e n gin e s ; in tern al o rg a n iz e r s su ch as in d e x e s fo r b o o k s ); e. im p le m e n ts th e sea rch s tra te gy in v a ri o u s in fo rm a tio n re trie v a l system s u s in g d if fere n t u ser in terfaces a n d search e n g in e s , w ith d iffe r e n t c o m m a n d lan gu age s , p ro to c o ls , an d s ea rch p ara m eters; a n d f. im p le m e n ts th e sea rch u sin g in v e s tig a tiv e p r o to c o ls a p p ro p ria te to th e d is c ip lin e . 3. T h e in fo rm a tio n literate student retrieves in fo rm a tio n o n lin e o r in p e rs o n u s in g a v a ri e ty o f m e th o d s . Outcomes include: a. u ses v a rio u s sea rch s ystem s to re trie v e in fo rm a tio n in a v a rie ty o f form ats; b. U ses v a rio u s c la s sifica tio n s c h e m e s a n d o th e r s ystem s (e .g ., c a ll n u m b e r s ystem s o r i n d e x e s ) t o lo c a t e in fo r m a tio n r e s o u r c e s w ith in th e lib ra ry o r to id e n tify s p e c ific sites f o r p h y s ic a l e x p lo ra tio n ; c. U s e s s p e c ia liz e d o n lin e o r in -p e rs o n ser v ic e s a v a ila b le at th e in stitu tion t o re trie v e in fo rm a tio n n e e d e d (e .g ., in te rlib ra ry loan / d o c u m e n t d e liv e r y , p ro fe s s io n a l associations, in stitu tion al re se a rch o ffic e s , c o m m u n ity re sou rces, e x p e rts , a n d p ra c titio n e rs ); a n d d. uses s u rv ey s, letters, in te rv ie w s , an d o th e r fo r m s o f in q u iry to r e tr ie v e p rim a ry in fo rm a tio n . 4. T h e in fo rm a tio n lite ra te stu d e n t re fin e s th e sea rch s tra te gy i f n ecessary. Outcomes include: a. assesses th e qu an tity, qu ality, a n d re l e v a n c e o f th e s e a rch resu lts t o d e te r m in e w h e th e r a lte rn a tiv e in fo rm a tio n re trie v a l sys tem s o r in v e s tig a tiv e m e th o d s s h o u ld b e uti lize d ; b . id e n tifie s g a p s in th e in fo rm a tio n re tr ie v e d a n d d e te rm in e s i f th e s e a rch stra tegy s h o u ld b e re v is e d ; a n d c. repeats th e search u sin g th e re v is e d strat e g y as n ecessary. 5. T h e in fo rm a tio n literate stu d ent extracts, re co rd s , a n d m a n a g e s th e in fo rm a tio n an d its sou rces. Outcomes include: a. s ele cts a m o n g v a rio u s te c h n o lo g ie s th e m o s t a p p ro p ria te o n e f o r th e task o f e xtrac t in g th e n e e d e d in fo rm a tio n (e .g ., c o p y / p a s te s o ft w a r e fu n c tio n s , p h o t o c o p ie r , s ca n n e r, a u d io / v isu a l e q u ip m e n t, o r e x p lo r a to r y in stru m en ts); b . c rea te s a system f o r o r g a n iz in g th e in fo rm a tio n ; c. d iffe r e n tia te s b e t w e e n th e ty p e s o f s o u rc es c ite d a n d u n d erstan d s th e e le m e n ts a n d c o r re c t s yn ta x o f a c ita tio n f o r a w id e ra n g e o f reso u rces; d. re c o rd s all p e rtin e n t c ita tio n in fo rm a tio n f o r fu tu re r e fe r e n c e ; an d e . u s e s v a r io u s t e c h n o l o g i e s t o m a n a g e th e i n f o r m a t i o n s e l e c t e d a n d o r g a n iz e d . Standard three T h e in fo rm atio n literate student evaluates in fo rm a tio n a n d its so u rc es critically an d C & R L N e w s ■ M a r c h 2 0 0 0 / 2 1 3 in c o rp o r a te s se le c te d in fo rm a t io n in to h is o r h e r k n o w le d g e b a s e a n d v a lu e sy s tem . Performance indicators 1. T h e in fo r m a tio n lite ra te s tu d e n t s u m m a rize s th e m a in id e a s t o b e e x tr a c te d fr o m th e in fo r m a tio n g a th e r e d . Outcom es include: a. re a d s th e te x t a n d s e le c ts m a in id e a s ; b. restates te x tu a l c o n c e p ts in h is/ h e r o w n w o r d s a n d s e le c ts d ata a c c u ra te ly ; a n d c. id e n tifie s v e r b a t im m a te ria l th at c a n b e th e n a p p r o p r ia te ly q u o te d . T h e in fo r m a tio n lite ra te s tu d e n t a rtic u lates a n d a p p lie s in itia l c rite ria f o r e v a lu a t in g b o th th e in fo r m a tio n a n d its sou rc es . Outcom es include: a. e x a m in e s a n d c o m p a r e s in fo r m a tio n fr o m v a r io u s s o u rc e s in o r d e r to e v a lu a t e r e lia b ility , v a lid ity , a c c u ra c y , a u th o rity , t im e li n ess, a n d p o in t o f v i e w o r b ias; b. a n a ly z e s th e s tru ctu re a n d lo g ic o f s u p p o r tin g a r g u m e n ts o r m e th o d s ; c. r e c o g n iz e s p r e ju d ic e , d e c e p tio n , o r m a n ip u la tio n ; a n d d. r e c o g n iz e s th e c u ltu ra l, p h y s ic a l, o r o th e r c o n t e x t w it h in w h ic h th e in fo r m a tio n w a s c r e a te d a n d u n d e rs ta n d s th e im p a c t o f c o n t e x t o n in te r p r e tin g th e in fo rm a tio n . 3. T h e in fo r m a tio n lite ra te s tu d e n t s y n th e s iz e s m a in id e a s t o c o n s tru c t n e w c o n c e p ts . Outcom es include: a. r e c o g n iz e s in te rre la tio n s h ip s a m o n g c o n c e p ts a n d c o m b in e s th e m in to p o t e n t ia lly u s e fu l p r im a r y s ta te m e n ts w it h s u p p o r t in g e v id e n c e ; b. e x te n d s in itia l syn th esis, w h e n p o s s ib le , a t a h ig h e r le v e l o f a b s tra c tio n to c o n s tru c t n e w h y p o t h e s e s th at m a y r e q u ir e a d d itio n a l in fo r m a tio n ; a n d c. u tiliz e s c o m p u te r a n d o th e r t e c h n o lo g ie s (e .g . , s p re a d s h e e ts , d a ta b a se s , m u ltim e d ia, a n d a u d io o r v isu a l e q u ip m e n t) f o r s tu d y in g th e in te r a c tio n o f id e a s a n d o th e r p h e n o m e n a . 4. T h e in fo r m a tio n lite ra te s tu d e n t c o m p a re s n e w k n o w le d g e w it h p r io r k n o w le d g e t o d e t e r m in e th e v a lu e a d d e d , c o n tra d ic tio n s , o r o th e r u n iq u e c h a ra c te ris tic s o f th e in fo r m a tio n . Outcom es include: a. d e t e r m in e s w h e t h e r in fo r m a tio n satis fie s th e re s e a r c h o r o t h e r in fo r m a tio n n e e d ; b . u s e s c o n s c io u s ly s e le c t e d c rite ria t o d e te r m in e w h e t h e r th e in fo r m a tio n c o n tra d ic ts o r v e r i f i e s i n f o r m a t i o n u s e d f r o m o t h e r s o u rc e s ; c. d r a w s c o n c lu s io n s b a s e d u p o n in fo r m a tio n g a th e r e d ; d . tests th e o r ie s w it h d is c ip lin e - a p p r o p r i ate te c h n iq u e s (e .g ., sim u lators, e x p e r im e n ts ); e . d e t e r m in e s p r o b a b le a c c u r a c y b y q u e s tio n in g th e s o u r c e o f th e d ata , th e lim ita tio n s o f th e in fo r m a tio n - g a th e r in g t o o ls o r stra te g ie s , a n d th e re a s o n a b le n e s s o f th e c o n c lu s io n s ; f. in te g ra te s n e w in fo r m a tio n w it h p r e v i o u s in fo r m a tio n o r k n o w le d g e ; a n d g . s e le c ts in fo r m a tio n th at p r o v id e s e v i d e n c e f o r th e to p ic . 5. T h e in fo r m a tio n lite ra te s tu d e n t d e t e r m in e s w h e t h e r th e n e w k n o w le d g e h as a n im p a c t o n th e in d iv id u a l’s v a lu e s y s te m a n d ta k e s s te p s t o r e c o n c ile d iffe r e n c e s . Outcom es include: a. in v e s tig a te s d i f f e r i n g v ie w p o in t s e n c o u n te r e d in th e lite ra tu re; a n d b . d e t e r m in e s w h e t h e r t o in c o r p o r a t e o r r e je c t v ie w p o in t s e n c o u n te r e d . 6. T h e in fo r m a tio n lite ra te s tu d e n t v a li d a te s u n d e r s ta n d in g a n d in te rp re ta tio n o f th e in fo r m a tio n th r o u g h d is c o u r s e w it h o th e r in d iv id u a ls , s u b je c t-a re a e x p e r ts , a n d / o r p r a c titio n e rs . Outcom es include: a. p a r tic ip a te s in c la s s r o o m a n d o t h e r d is c u s s io n s ; b . p a r tic ip a te s in c la s s - s p o n s o r e d e l e c tr o n ic c o m m u n ic a tio n fo r u m s d e s ig n e d to e n c o u r a g e d is c o u r s e o n th e t o p ic ( e .g . , e -m a il, b u lle tin b o a rd s , c h a t r o o m s ); a n d c. s e e k s e x p e r t o p in io n th r o u g h a v a r ie ty o f m e c h a n is m s (e .g . , in te r v ie w s , e -m a il, e le c tr o n ic d is c u s s io n lists). 7. T h e in fo r m a tio n lite ra te s tu d e n t d e t e r m in e s w h e t h e r th e in itia l q u e r y s h o u ld b e r e v is e d . O utcom es in clu d e: a. d e t e r m in e s i f o r ig in a l in fo r m a tio n n e e d h as b e e n s a tis fie d o r i f a d d itio n a l in fo r m a tio n is n e e d e d ; 2 1 4 / C&RL N e w s • M a r c h 2 0 0 0 b. re v ie w s search strategy a n d in corp orates ad d itio n a l c o n c e p ts as n ecessary; an d c. r e v ie w s in fo rm a tio n re trie v a l sou rces u s e d a n d e x p a n d s to in clu d e oth ers as n e e d e d . Standard four T h e in fo rm atio n literate student, in divid u a lly o r as a m e m b e r o f a g ro u p , uses in fo r m ation effectively to accom p lish a specific purpose. P e rfo rm a n c e In d ic a to rs 1. T h e in fo rm a tio n literate stu d ent a p p lie s n e w a n d p rio r in fo rm a tio n to th e p la n n in g an d creation o f a particular p rod u ct o r p erform an ce. Outcomes include. a. o rg a n iz e s th e c o n ten t in a m a n n e r that su p p orts th e p u rp o se s a n d fo rm a t o f th e p r o d u c t o r p e r fo r m a n c e (e .g . , o u tlin e s , d rafts, s to ryb o ard s); b. articulates k n o w le d g e a n d skills trans fe rr e d fr o m p rio r e x p e rie n c e s to p la n n in g an d c rea tin g th e p ro d u c t o r p erfo rm a n c e ; c. in tegrates th e n e w a n d p rio r in fo rm a tion , in clu d in g q u o ta tio n s a n d p araphrasings, in a m a n n e r that su p p orts th e p u rp o se s o f th e p ro d u c t o r p e rfo rm a n c e ; an d d. m anipulates digital text, im ages, an d data, as n e e d e d , tran sferrin g th e m fro m th eir o r ig i n al lo ca tio n s a n d form ats to a n e w con text. 2. T h e in fo rm a tio n literate stu d ent revises th e d e v e lo p m e n t p ro c e s s fo r th e p ro d u c t o r p e rfo rm a n c e . Outcomes include: a. m aintain s a jou rn al o r lo g o f activities re la ted to th e in fo rm a tio n s e e k in g , e valu atin g, a n d c o m m u n ic a tin g p ro cess; an d b. reflects o n past successes, failures, an d altern ative strategies. 3. T h e in fo rm a tio n literate stu d en t c o m m u n icates th e p ro d u c t o r p e rfo rm a n c e e ffe c tiv e ly to others. Outcomes include: a. c h o o s e s a c o m m u n ic a tio n m e d iu m an d fo rm a t that b est su p p orts th e p u rp o s e s o f th e p ro d u c t o r p e rfo rm a n c e a n d th e in te n d e d au d ie n c e ; b. uses a ra n g e o f in fo rm a tio n te c h n o lo g y ap p lica tio n s in crea tin g th e p ro d u c t o r p e rfo r m an ce; c. in c o rp o ra te s p rin c ip le s o f d e s ig n a n d c om m u n ic a tio n ; a n d d. com m u n ic a te s c le a rly a n d w ith a style that s u p p o rts th e p u rp o s e s o f th e in te n d e d au d ie n ce . Standard five T h e in fo rm a tio n literate student u n d e r stands m a n y o f the eco n o m ic, legal, an d so cial issues s u rro u n d in g the use o f in fo r m ation a n d accesses an d uses in fo rm atio n ethically a n d legally. Performance Indicators 1. T h e in fo rm a tio n literate student u n d er stands m a n y o f th e eth ical, le g a l, a n d s o c io e c o n o m ic issues su rro u n d in g in fo rm a tio n an d in fo rm a tio n te c h n o lo g y . Outcomes include: a. id en tifie s an d discusses issues re la ted to p riv a c y a n d secu rity in b o th th e p rin t a n d e le c tron ic en v iro n m e n ts; b. id en tifie s a n d d iscusses issues re la te d to fr e e vs. fe e -b a s e d access to in form ation ; c. id en tifie s an d d iscusses issues re la ted to c en s orsh ip a n d fr e e d o m o f s p e ec h ; an d d. d em on stra tes an u n d erstan d in g o f in te l le ctu al p ro p e rty , c o p y rig h t, a n d fa ir u se o f c o p y r ig h te d m aterial. 2. T h e in fo rm a tio n literate stu d en t fo llo w s law s, re gu la tio n s, in stitu tion al p o lic ie s , a n d e tiq u ette re la te d to th e access a n d u se o f in fo rm a tio n resou rces. Outcomes include: a. p articip ates in e le c tro n ic d iscussion s f o l lo w in g a c c e p te d p ractices (e .g ., “n etiq u ette ”); b . uses a p p r o v e d p a s s w o r d s a n d o th e r form s o f ID fo r access to in fo rm atio n resources; c. c o m p lie s w ith institutional p o lic ie s o n access to in fo rm a tio n resou rces; d. p re s e rv e s th e in te g rity o f in fo rm a tio n resou rces, e q u ip m e n t, system s, a n d facilities; e. le g a lly obtain s, stores, a n d d issem in ates text, data, im ages, o r sounds; f. d em o n stra tes an u n d erstan d in g o f w h a t con stitutes p lagia rism a n d d o e s n o t re p resen t w o r k attributable to oth ers as his/her o w n ; an d g. d em on stra tes a n u n d erstan d in g o f insti tu tion al p o lic ie s re la te d to h u m an subjects re search. 3. T h e in form ation literate student a c k n o w l e d g e s th e u se o f in fo rm a tio n sou rces in c o m m u n icatin g th e p ro d u c t o r p erfo rm a n c e . Outcomes include: a. s e le cts an a p p ro p ria te d o c u m e n ta tio n C & R L N e w s • M a r c h 2 0 0 0 / 2 1 5 style a n d u ses it c on s is te n tly to c ite sou rces; an d b . p o s ts p e r m is s io n g r a n te d n o tic e s , as n e e d e d , f o r c o p y r ig h te d m aterial. Appendix I: Selected information literacy initiatives • In 1989 th e A L A P re s id e n tia l C o m m itte e o n In fo r m a tio n L ite ra cy is su ed a F in a l Report, w h ic h d e fin e d fo u r c o m p o n e n ts o f in fo rm a tio n litera cy: th e a b ility to r e c o g n iz e w h e n in fo r m a tio n is n e e d e d a n d to lo c a te , eva lu ate, a n d u se e ffe c tiv e ly th e n e e d e d in fo rm a tio n . h ttp :/ / w w w .ala.o rg/ a crl/ n ili/ ilitls t.h tm l. • In 1990, th e N a tio n a l F o ru m o n In fo r m a tio n L ite ra cy (N F I L ) w a s fo u n d e d as a re s p o n s e to th e r e c o m m e n d a tio n s o f th e A L A P r e s id e n tial C o m m itte e F in a l Report. N F IL is a “c o a li tio n o f o v e r 75 e d u c a tio n , business, a n d g o v e rn m e n ta l o rg a n iz a tio n s w o r k in g to p r o m o te in te rn a tio n a l a n d n a tio n a l a w a re n e s s o f th e n e e d f o r in fo rm a tio n lite ra c y a n d e n c o u ra g in g a c tiv itie s le a d in g t o its a c q u is itio n .” F o ru m m e m b e rs p r o m o te in fo rm a tio n lite ra c y n a tio n ally, in te rn ation a lly, a n d w ith in th e ir o w n p r o gram s. h ttp :/ / w w w .in fo lit.o rg / in d e x .h tm l. • In M arch 1998 N F IL issu ed A Progress Report on In form a tion Literacy: A n Update on the A m erican Library Association Presidential Committee on In form a tion Literacy: F in a l Re p o rt. h t t p ://w w w . i n f o l i t .o r g / d o c u m e n t s / p ro gre ss .h tm l. • In 1998 th e A m e r ic a n A s s o c ia tio n o f S c h o o l Lib raries (A A S L ) a n d th e A s s o c ia tio n o f E d u ca tio n al C o m m u n ic a tio n s a n d T e c h n o lo g y (A E C T ) p u b lis h e d In form a tion Literacy Stan dards f o r Student Learning. T h e A A S L / A E C T stan dards d e ta il c o m p e te n c ie s fo r stud ents in K -1 2 . • S in ce 1989, in th e a b s e n c e o f n ation a l standards, m a n y states, s c h o o l districts, state u n iv ersity system s, a n d lo c a l in stitu tions h a v e d e v e lo p e d in fo r m a tio n lite ra c y c o m p e te n c y s ta n d a rd s , h ttp :/ / w w w .fiu .e d u / ~ lib r a r y / ili/ iliw e b .h tm l. Notes 1. A m e ric a n L ib rary A s s o c ia tio n . Presiden tia l Com m ittee on In form a tion Literacy. F in a l Report. (C h ic a g o : A m e ric a n Library A ssociation , 1989). http://w w w .ala.oı⅞ /acrl/n ili/ilitlst.h tm l. 2. N a tio n a l R e s ea rc h C o u n c il. C o m m is s io n o n P h y s ic a l S cien ces, M ath em atics, a n d A p p li cation s. C o m m itte e o n In fo r m a tio n T e c h n o l o g y L iteracy, C o m p u te r S c ie n c e a n d T e le c o m m u n ic a tio n s B o ard . Being Fluent with In fo r m ation Technology. (W a s h in g to n , D .C .: N a t i o n a l A c a d e m y P r e s s , 1 9 9 9 ). h tt p :/ / w w w .n a p .e d u / re a d in g ro o m / b o o k s / B e F IT / . 3. S e v e ra l k e y a c c re d itin g a g e n c ie s c o n c e rn e d w ith in fo rm a tio n litera cy are th e M id d le S ta te s C o m m is s io n o n H i g h e r E d u c a t io n (M S C H E ), th e W e s te rn A s s o c ia tio n o f S ch o o ls a n d C o lle g e (W A S C ), a n d th e S o u th ern A s s o c ia tio n o f C o lle g e s a n d S c h o o ls (S A C S ). 4. B o y e r C o m m is s io n o n E d u ca tin g U n d e r gradu ates in th e R esea rch U n iversity. Reinvent ing Undergraduate Education: A B lueprint f o r A m e r ic a ’s R esearch U n iversities, h ttp :/ / n otes.cc.su n ysb .ed u / P res/ b oyer.n sf/ . ■ L e t t e r to t h e e d it o r — N e ed to e n fo r c e s t a n d a r d s I w o r k w ith g ro u p s that a c c re d it o c c u p a tio n a l th erap ists, p h y s ic a l th erap ists, n urses, la w y e rs , e tc . In th e s e c a s es , e a c h a c c r e d itin g g r o u p has stan d ard s. I f y o u d o n 't m e e t th e stan d ard s, y o u are e v a lu a te d , w a r n e d , a n d i f th e s itu a tio n is n ’t c o r r e c te d , y o u h a v e y o u r a c c re d ita tio n r e m o v e d — o r y o u d o n 't g e t it in th e first p la c e . Is a c a d e m ic lib r a r ia n s h ip p r o fe s s io n a l e n o u g h t o e s ta b lis h s tan d ard s, e v a lu a te in s titu tion s a c c o r d in g t o th o s e stan d ard s, a n d th e n c e n s u re in stitu tion s that d o n 't m e e t th e standards? D o w e h a v e g u ts e n o u g h ? I th in k n o t— b u t w e s h o u ld . W e r e a lly m u st e sta b lish stan dards, m a y b e s lid in g s ta n d a rd s b a s e d o n fa c u lty a n d stu d e n t p o p u la tio n s , th e to ta l b u d g e t o f th e in s titu tion , etc . T h e n w e m u st e s ta b lis h p r o c e d u re s t o e x a m in e o u r m e m b e r in stitu tion s, ju d g e th e ir a d h e r e n c e t o th e stan d ard s, a n d ta k e a p p r o p r ia te a c tio n i f th e s tan d ard s are n o t m et. A r e w e p ro fe s s io n a ls — o r a re n 't w e ? A s a fo r m e r E n glish p r o fe s s o r I am a m a z e d at h o w c a u tio u s a n d s e e m in g ly s c a re d p r o fe s s io n a l lib raria n s s e e m t o b e .— D a v id M . H arralson, associate dean a n d d ire cto r o f the lib ra r , Utica College o f Syracuse University http://www.ala.org/acrl/nili/ilitlst.html http://www http://www.fiu.edu/~library/ili/ http://www.ala.o%c4%b1%e2%85%9e/acrl/nili/ilitlst.html http://www.nap.edu/readingroom/books/BeFIT/