may05b.indd


standards and guidelines 

Information literacy standards 
for science and technology 
A draft 
by the ALA/ACRL/STS Task Force on Information Literacy for Science and Technology 

Information
 literacy
 competence
 and
 the
purpose
 of
 information
 literacy
 com­
petency
 standards
 are
 fully
 described
 in

the
 “Information
 literacy
 standards
 for

higher
 education”
 at
 www.ala.org/ala/acrl

/acrlstandards/standards.pdf.
 This
 document

(page
4,
Section
1:2)
states
that
information

literacy
“is
common
to
all
disciplines,
to
all

learning
 environments,
 and
 to
 all
 levels
 of

education.”


Information
 literacy
 in
 science
 and

technology
 disciplines
 is
 defined
 as
 a
 set

of
abilities
to
identify
the
need
for
informa­
tion,
 procure
 the
 information,
 evaluate
 the

information,
 and
 subsequently
 revise
 the

strategy
for
obtaining
the
information;
to
use

the
 information
 and
 to
 use
 it
 in
 an
 ethical

and
legal
manner;
and
to
engage
in
lifelong

learning.
Information
literacy
competence
is

especially
important
for
students
in
science

and
engineering/technology
disciplines,
who

must
 access
 a
 wide
 variety
 of
 information

sources
that
carry
the
body
of
knowledge
in

their
fields.
These
are
rapidly
changing
and

advancing
fields
in
which
knowledge
of
how

to
keep
up
with
new
developments
is
vital

to
the
practicing
scientist
and
engineer.
Our

objective
is
to
create
a
document
that
can
be

used
by
science
and
technology
educators,

in
the
context
of
their
institution’s
mission,
to

help
guide
their
information
literacy­related

instruction
and
to
assess
student
progress.


Based
on
the
“Information
Literacy
Com­
petency
 Standards
 for
 Higher
 Education,”

five
 standards
 and
 twenty­six
 performance

indicators
were
developed.
Each
performance

indicator
 is
 accompanied
 by
 one
 or
 more


outcomes
for
assessing
the
progress
toward

information
 literacy
 of
 students
 of
 science

and
engineering
or
technology
at
all
levels

of
higher
education.


This
document
is
intended
to
be
a
living

document
with
future
opportunities
for
input

from
the
community
and
is
published
here

for
broad
professional
review
of
this
initial

version.


Standard one 
The
information
literate
student
determines

the
 nature
 and
 extent
 of
 the
 information

needed
and
constructs
a
course
of
action
for

obtaining
the
information.


Performance indicators 
The
information
literate
student:


1.
 Defines
 and
 articulates
 the
 need
 for

information.


Outcomes include: 
The
student:

•
Identifies
and/or
paraphrases
a
research


topic
or
other
information
need.

•
Develops
a
hypothesis
or
thesis
state­

ment
and
formulates
questions
based
on
the

information
need.


•
Explores
general
information
sources
to

increase
familiarity
with
current
knowledge

of
the
topic.


•
 Defines
 or
 modifies
 the
 information

need
to
achieve
a
manageable
focus.


•
Identifies
key
concepts
and
terms
that

describe
the
information
need.


2.
Identifies
a
variety
of
types
and
formats

of
potential
sources
for
information.


May 2005  381 C&RL News 

www.ala.org/ala/acrl


Outcomes include: 
The
student:

•
 Knows
 how
 scientific,
 technical,
 and


related
information
is
formally
and
informally

produced,
organized,
and
disseminated.
Un­
derstands
 the
 flow
 of
 scientifi
c
 information

and
the
scientific
information
life
cycle.


•
Understands
cultural
differences
in
sci­
ence­based
 knowledge
 systems
 and
 in
 the

development
of
knowledge.


•
 Differentiates
 between
 primary
 and

secondary
sources,
recognizing
how
their
use

and
importance
vary
with
each
discipline.


•
Has
a
working
knowledge
of
the
litera­
ture
of
the
fi
eld.


•
Is
aware
of
the
professional
associations

of
the
field
and
their
literature.


•
Understands
sources
that
are
specifi
c
to

the
field,
e.g.,
manuals,
handbooks,
patents,

standards,
material/equipment
specifi
cations,

current
 rules
 and
 regulations,
 reference

material
routinely
used
in
industry,
manuals

of
 industrial
 processes
 and
 practices,
 and

product
literature.


•
 Recognizes
 that
 knowledge
 can
 be

organized
into
disciplines
and
combinations


About the guidelines 

In
January
2002,
JoAnn
DeVries,
chair
of
the
Science
and
Technology
Section
(STS),
charged

the
STS
Task
Force
on
Information
Literacy
for
Science
and
Technology
with
developing
stan­
dards,
performance
indicators,
and
outcomes
for
library
instruction
in
science
and
technology,

based
on
the
“Information
Literacy
Competency
(ILC)
Standards
for
Higher
Education.”


The
STS
Council
approved
the
resulting
product
in
June
2004
at
the
ALA
Annual
Con­
ference
in
Orlando,
Florida.
The
STS
Task
Force
identifi
ed
five
standards,
with
the
fi
fth

standard
being
entirely
new
and
different
from
the
“ILC
Standards
for
Higher
Education.”

The
 STS
 standards
 are
 also
 available
 on
 the
 ACRL
 Web
 site
 at
 www.ala.org/
 (click
 on

“Standards
and
Guidelines”).


This
work
is
the
product
of
more
than
two
years
of
reviewing
sources,
communication,

conference
meetings,
soliciting
reviews
through
several
science/technology
electronic
lists,

and
collaboration
among
the
members
of
the
task
force
who
serve
as
liaison
librarians
for

major
science
and
engineering
disciplines.
Currently,
those
members
are:


•
Virginia
Baldwin,
University
of
Nebraska­Lincoln,
Engineering,
Physics,
and
Astronomy

Librarian,
task
force
chair


•
C.
J.
(Catherine
Woodworth)
Wong,
Quinnipiac
University,
science
librarian

•
Sheila
Young,
Arizona
State
University,
science
reference
librarian/engineering,
on


ARL
Learning
Outcomes
Workgroup

•
Ibironke
Lawal,
Virginia
Commonwealth
University,
engineering
and
science
librar­

ian,
biotechnology,
chemistry,
mathematics

•
Daureen
Nesdill,
University
of
Utah,
science
and
engineering
librarian

•
Barbara
MacAlpine,
Trinity
University,
science
librarian


Former
members
also
made
contributions
to
the
development
of
the
fi
nal
product:


•
Sherry
Durren,
Georgia
Perimeter
College,
information
literacy
librarian

•
Jennifer
Laherty,
California
State
University­Hayward,
biological
sciences,
chemistry,


communicative
sciences
and
disorders,
geology,
health
sciences,
and
nursing

•
Elizabeth
I.
Hanson,
Indiana
University,
life
sciences.

Task
force
members
are
grateful
for
any
comments
or
feedback.
Please
address
your


remarks
to
Virginia
Baldwin,
task
force
chair,
at
vbaldwin2@unl.edu.


 382C&RL News May 2005

mailto:vbaldwin2@unl.edu
http:www.ala.org


of
 disciplines
 (multidisciplinary)
 that
 infl
u­
ence
 the
 way
 information
 is
 accessed
 and

considers
 the
 possibility
 that
 the
 literature

of
 other
 disciplines
 may
 be
 relevant
 to
 the

information
need.


•
Identifies
the
value
and
differences
of

potential
 resources
 in
 a
 variety
 of
 formats

(e.g.,
 multimedia,
 database,
 Web
 site,
 data

set,
 Geographic
 Information
 Systems,
 3­D

technology,
 open
 file
 reports,
 audiovisual,

book,
graphs,
maps).
Realizes
that
informa­
tion
 may
 need
 to
 be
 constructed
 with
 raw

data
from
primary
sources.


•
Recognizes
that
potentially
useful
infor­
mation
or
data
in
a
variety
of
formats
may

be
proprietary,
have
limited
access,
or
may

be
 freely
 available
 online
 and
 may
 require

specific
data
management
expertise
and
an

understanding
 of
 the
 structure
 of
 agencies

involved
in
producing
the
information.


•
Recognizes
the
value
of
archival
infor­
mation,
recognizes
how
its
use
and
impor­
tance
 may
 vary
 with
 each
 discipline,
 and

recognizes
 the
 importance
 of
 preservation

of
information.


•
 Identifies
 the
 purpose
 and
 audience

of
 potential
 resources
 (e.g.,
 popular
 vs.

scholarly,
current
vs.
historical,
external
vs.

[corporate]
internal).


3.
 Considers
 the
 costs
 and
 benefi
ts
 of

acquiring
the
needed
information.


Outcomes include: 
The
student:

•
 Determines
 the
 availability
 of
 needed


information
and
makes
decisions
on
broad­
ening
 the
 information­seeking
 process

beyond
local
resources
(e.g.,
through
using

or
consulting
with
interlibrary
loan,
nearby

facilities,
 colleagues,
 independent
 informa­
tion
brokers).


•
Recognizes
that
there
may
be
a
tradeoff

between
the
value
of
the
information
and
the

time
and
cost
to
obtain
it.


•
Formulates
a
realistic
overall
plan
and

timeline
to
acquire
the
needed
information.


•
Recognizes
the
importance
of
a
variety

of
 information
 research
 areas
 (regarding

experts
in
a
field,
consultants,
revenue
op­

portunities,
 licensing
 opportunities,
 patent

and
intellectual
property,
etc.)
for
competi­
tive
advantage
purposes
and
to
avoid
being

misinformed.


•
Recognizes
that
information
needed
may

be
in
a
foreign
language
and
that
translation

may
be
necessary.


Standard two 
The
information
literate
student
procures
need­
ed
information
effectively
and
effi
ciently.


Performance indicators 
The
information
literate
student:


1.
Selects
the
most
appropriate
investiga­
tive
methods
or
information
retrieval
systems

for
accessing
the
needed
information.


Outcomes include: 
The
student:

•
 Identifies
 appropriate
 investigative


methods
 (e.g.,
 literature
 search,
 laboratory

experiment,
simulation,
fi
eldwork).


•
Investigates
the
scope,
content,
and
or­
ganization
of
information
retrieval
systems.


•
Considers
experts
or
other
researchers

as
potential
information
resources.


•
Selects
efficient
and
effective
approach­
es
 for
 accessing
 the
 information
 needed

from
the
investigative
method
or
information

retrieval
system.


2.
Constructs
and
implements
effectively

designed
search
strategies.


Outcomes include: 
The
student:

•
 Develops
 a
 research
 plan
 appropriate


to
the
investigative
method.

•
 Identifies
 keywords,
 synonyms,
 and


related
terms
for
the
information
need.

•
Selects
controlled
vocabulary
specifi
c
to


the
discipline
or
information
retrieval
system.

•
 Uses
 other
 methods
 of
 search
 term


input,
such
as
structure
searching
and
image

searching,
specific
to
the
discipline
or
infor­
mation
retrieval
system.


•
Constructs
a
search
strategy
using
ap­
propriate
 commands
 for
 the
 information

retrieval
system
selected
(e.g.,
Boolean
op­

May 2005  383 C&RL News 



erators,
truncation,
and
proximity
for
search

engines;
 and
 internal
 organizers,
 such
 as

indexes
for
books).


•
Implements
the
search
strategy
in
vari­
ous
information
retrieval
systems
using
differ­
ent
user
interfaces
and
search
engines,
with

different
command
languages,
protocols,
and

search
parameters.


•
Follows
citations
and
cited
references
to

obtain
additional,
pertinent
articles.


•
Recognizes
similar
features
among
dif­
ferent
interfaces
(such
as:
print,
e­mail,
and

save
 options;
 search
 fields;
 and
 controlled

vocabulary).


3.
 Retrieves
 information
 using
 a
 variety

of
methods.


Outcomes include: 
The
student:

•
Uses
various
relevant
search
systems
to


retrieve
information
in
a
variety
of
formats.

•
Has
a
basic
knowledge
of
how
a
typi­

cal
disciplinary
library
is
organized
and
uses

various
classifi
cation
schemes
and
other
sys­
tems
(e.g.,
call
number
systems
or
indexes)

to
 locate
 information
 resources
 within
 the

library
or
to
identify
specific
sites
for
physi­
cal
exploration.


•
 Uses
 specialized
 online
 or
 in­person

services
to
retrieve
information
needed
(e.g.,

interlibrary
loan/document
delivery,
profes­
sional
 associations,
 institutional
 research

offices,
 community
 resources,
 experts,
 and

practitioners).


•
 Uses
 surveys,
 letters,
 interviews,
 and

other
 forms
 of
 inquiry
 to
 retrieve
 informa­
tion
as
appropriate
for
the
research
area
or

discipline.


4.
 Refines
 the
 search
 strategy,
 if
 neces­
sary.


Outcomes include: 
The
student:

•
 Assesses
 the
 quantity,
 quality,
 accu­

racy,
currency,
and
relevance
of
the
search

results
and
the
limitations
of
the
information

retrieval
systems
or
investigative
methods
to

determine
 whether
 alternatives
 should
 be

sought
and
used.


•
 Identifies
 gaps
 in
 the
 information
 re­
trieved
and
determines
if
the
search
strategy

should
be
revised.


•
 Repeats
 the
 search
 using
 the
 revised

strategy
or
new
systems
or
methods
as
nec­
essary.


5.
Extracts,
records,
transfers,
and
manages

the
information
and
its
sources.


Outcomes include: 
The
student:

•
Selects
among
various
technologies
the


most
appropriate
one
for
the
task
of
extract­
ing
the
needed
information
(e.g.,
copy/paste

software
 functions,
 photocopier,
 scanner,

audiovisual
 equipment,
 exploratory
 instru­
ments
 and
 export
 of
 information
 or
 record

[to
 bibliographic
 software
 databases,
 Excel

spreadsheets],
or
note
taking).


•
 Creates
 a
 system
 for
 organizing
 the

information.


•
 Differentiates
 between
 the
 types
 of

sources
cited
and
understands
the
elements

and
 correct
 syntax
 of
 a
 citation
 for
 a
 wide

range
of
resources.


•
Records
all
pertinent
citation
informa­
tion
 for
 future
 reference
 by
 downloading,

printing,
e­mailing,
or
manual
notation
and

considers
the
use
of
bibliographic
software

for
this
purpose.


•
Uses
various
technologies
to
manage
the

information
selected
and
organized.


6.
Consults
experts
for
assistance
and/or

guidance
when
needed.


Outcomes include: 
The
student:

•
Consults
with
instructor/advisor
for
ap­

propriateness
of
topic
or
research
question.

•
 Consults
 librarian
 or
 library
 staff
 if


unable
 to
 identify
 or
 locate
 appropriate

materials.


•
Identifies
subject
experts
to
consult,
as

necessary.


Standard three 
The
 information
 literate
 student
 critically

evaluates
 the
 procured
 information
 and
 its

sources,
 and,
 as
 a
 result,
 decides
 whether


384C&RL News May 2005



to
modify
the
initial
query
and/or
seek
ad­
ditional
sources.


Performance indicators 
The
information
literate
student:


1.
Summarizes
the
main
ideas
to
be
ex­
tracted
from
the
information
gathered.


Outcomes include: 
The
student:

•
 Understands
 how
 to
 read
 a
 scientifi
c


paper
efficiently
and
can
use
sections,
such
as

the
abstract
or
conclusion,
to
decide
whether

to
include
the
source.


•
Selects
main
ideas
from
the
text.

•
Identifies
verbatim
material
that
can
be


then
appropriately
quoted.


2.
Selects
information
by
articulating
and

applying
criteria
for
evaluating
both
the
in­
formation
and
its
sources.


Outcomes include: 
The
student:

•
Recognizes
where
the
information
source


appears
in
the
flow
of
scientifi
c
information.

•
 Distinguishes
 among
 facts,
 points
 of


view,
and
opinion.

•
 Examines
 and
 compares
 information


from
 various
 sources
 in
 order
 to
 evaluate

reliability,
validity,
accuracy,
authority,
timeli­
ness,
and
point
of
view
or
bias.


•
Analyzes
the
structure
and
logic
of
sup­
porting
arguments
or
methods.


•
 Understands
 and
 uses
 statistical
 treat­
ment
of
data
as
evaluative
criteria.


•
Recognizes
prejudice,
deception,
or
ma­
nipulation
in
the
information
or
its
use.


•
 Recognizes
 the
 cultural,
 physical,
 or

other
context
within
which
the
information

was
created,
and
understands
the
impact
of

context
on
interpreting
the
information.


3.
 Synthesizes
 main
 ideas
 to
 construct

new
concepts.


Outcomes include: 
The
student:

•
 Recognizes
 interrelationships
 among


concepts
and
combines
them
into
potentially

useful
primary
statements
and/or
summary
of

findings
with
supporting
evidence.


•
Extends
initial
synthesis,
when
possible,

at
a
higher
level
of
abstraction
to
construct

new
hypotheses
that
may
require
additional

information.


•
 Utilizes
 computer
 and
 other
 tech­
nologies
 (e.g.,
 spreadsheets,
 databases,

multimedia,
and
audiovisual
equipment)
for

studying
 the
 interaction
 of
 ideas
 and
 other

phenomena.


4.
Compares
new
knowledge
with
prior

knowledge
 to
 determine
 the
 value
 added,

contradictions,
or
other
unique
characteristics

of
the
information.


Outcomes include: 
The
student:

•
 Determines
 whether
 information


satisfies
 the
 research
 or
 other
 information

need.


•
 Uses
 consciously
 selected
 criteria
 to

determine
 whether
 the
 information
 contra­
dicts
or
verifies
information
used
from
other

sources.


•
Draws
conclusions
based
upon
informa­
tion
gathered.


•
 Tests
 theories
 with
 discipline­appro­
priate
 techniques
 (e.g.,
 simulators,
 experi­
ments).


•
 Determines
 probable
 accuracy
 by

questioning
 the
 source
 of
 the
 information,

limitations
of
the
information
gathering
tools

or
strategies,
and
the
reasonableness
of
the

conclusions.


•
Integrates
new
information
with
previ­
ous
information
or
knowledge.


•
 Determines
 whether
 information
 pro­
vides
evidence
for
the
information
need
or

research
 question
 and
 which
 information

does
provide
that
evidence.


5.
Determines
whether
the
new
knowl­
edge
 has
 an
 impact
 on
 the
 individual’s

value
 system
 and
 takes
 steps
 to
 reconcile

differences.


Outcomes include: 
The
student:

•
Does
not
exclude
or
skew
knowledge


that
 is
 pertinent
 even
 when
 it
 impacts
 the

individual’s
value
system.


May 2005  385 C&RL News 



6.
 Validates
 understanding
 and
 interpre­
tation
of
the
information
through
discourse

with
other
individuals,
small
groups
or
teams,

subject­area
experts,
and/or
practitioners.


Outcomes include: 
The
student:

•
 Participates
 in
 classroom
 and
 other


discussions.

•
 Works
 effectively
 in
 small
 groups
 or


teams.

•
 Participates
 in
 class­sponsored
 elec­

tronic
 communication
 forums
 designed
 to

encourage
 discourse
 on
 the
 topic
 (e.g.,
 e­
mail,
bulletin
boards,
chat
rooms).


•
Seeks
expert
opinion
through
a
variety

of
 mechanisms
 (e.g.,
 interviews,
 e­mail,

electronic
lists).


7.
 Determines
 whether
 the
 initial
 query

should
be
revised.


Outcomes include: 
The
student:

•
Determines
if
original
information
need


has
been
satisfied
or
if
additional
information

is
needed.


•
Reviews
search
strategy
and
incor­
porates
 additional
 concepts
 as
 neces­
sary.


Works consulted in developing these standards 

In
developing
the
standards,
the
task
force
reviewed
six
regional
accreditation
sources,

standards
and
criteria
for
three
disciplines,
four
monographs,
engineering
library
informa­
tion
competencies,
and
a
relevant
university
Web
site:



•
Middle
States
Association
of
Colleges
and
Schools,
www.msache.org.

•
 North
 Central
 Association
 of
 Schools
 and
 Colleges–Higher
 Learning
 Commission,


www.ncahigherlearningcommission.org/index.html.

•
Northwest
Association
of
Schools,
Colleges
and
Universities,
www.nwccu.org.

•
Southern
Association
of
Colleges
and
Schools,
www.sacscoc.org.

•
Western
Association
of
Schools
and
Colleges,
www.wascweb.org.

•
NEASC:
New
England
Association
of
Schools
and
Colleges–Commission
on
Institu­

tions
of
Higher
Education,
www.neasc.org.

•
National
Environmental
Health
Science
and
Protection
Accreditation
Council,
www.


ehacoffi
ce.org.

•
Accreditation
Board
for
Engineering
and
Technology,
www.abet.org/criteria.html.

•
American
Chemical
Society
(ACS),
Committee
on
Professional
Training,
2003,
Un­

dergraduate
Professional
Education
in
Chemistry:
Guidelines
and
Evaluation
Procedures,

Columbus,
Ohio,
American
Chemical
Society.
Available
at:
www.chemistry.org/portal/a

/c/s/1/acsdisplay.html?DOC=education\cpt\guidelines.html.


•
 Engineering
 Libraries:
 Building
 Collections
 and
 Delivering
 Services,
 Conklin
 and

Musser,
eds.,
Haworth
Press,
Inc.,
NY
2001.


•
ASEE
Engineering
Libraries
Division,
“Information
Competencies
for
Engineering”.

•
Information and the Professional Scientist and Engineer, Baldwin
and
Hallmark,
eds.,


Haworth
Press,
Inc,
NY
2001,
(Flaxbart,
Joseph,
Wild
and
Havener,
Pinelli,
Caracuzzo,

Wagner).


•
Online Ecological and Environmental Data,
Baldwin,
Virginia
A.,
ed.,
Haworth
Press,

Inc,
NY
2004.


•
Communication Patterns of Engineers.
Tenopir,
Carol,
and
Donald
W.
King,
IEEE

Press
(Wiley­Interscience),
Piscataway,
NJ
2004.


•
Cal
Poly
University,
“Introductory
Competencies
in
Specific
Disciplines,”
www.lib.

calpoly.edu/infocomp/specifi
c.html.


386C&RL News May 2005

www.chemistry.org/portal/a
www.abet.org/criteria.html
http:www.neasc.org
http:www.wascweb.org
http:www.sacscoc.org
http:www.nwccu.org
www.ncahigherlearningcommission.org/index.html
http:www.msache.org


•
Reviews
information
retrieval
sources
used

and
expands
to
include
others
as
needed.


8.
Evaluates
the
product
and
the
process.

Outcomes include: 
The
student:

•
 Reviews
 the
 product
 and
 the
 process


and
determines
possible
improvements.

•
 Applies
 the
 improvements
 to
 subse­

quent
projects.


Standard four 
The
information
literate
student
understands

and
 respects
 the
 economic,
 ethical,
 legal,

and
 social
 issues
 surrounding
 the
 use
 of

information
and
its
technologies
and,
either

as
an
individual
or
as
a
member
of
a
group,

uses
information
effectively
to
accomplish
a

specifi
c
purpose.


Performance indicators 
The
information
literate
student:


1.
Understands
many
of
the
ethical,
legal

and
socioeconomic
issues
surrounding
infor­
mation
and
information
technology.


Outcomes include: 
The
student:

•
 Identifies
 and
 discusses
 issues
 related


to
privacy
and
security
in
both
the
print
and

electronic
environments.


•
Identifies
and
discusses
issues
related
to

free
vs.
fee­based
access
to
information.


•
Identifies
and
discusses
issues
related
to

censorship
and
freedom
of
speech.


•
Demonstrates
an
understanding
of
intel­
lectual
 property,
 copyright,
 and
 fair
 use
 of

copyrighted
material
and
research
data.


2.
Follows
laws,
regulations,
institutional

policies,
and
etiquette
related
to
the
access

and
use
of
information
resources.


Outcomes include: 
The
student:

•
 Participates
 in
 electronic
 discussions


following
 accepted
 practices
 (e.g.,
 “Neti­
quette”).


•
 Uses
 approved
 passwords
 and
 other

forms
of
ID,
ethically,
for
access
to
informa­
tion
resources.


•
Complies
with
institutional
policies
on

access
 to
 and
 distribution
 of
 information

resources.


•
Preserves
the
integrity
of
information
re­
sources,
equipment,
systems,
and
facilities.


•
Legally
obtains,
stores,
and
disseminates

text,
data,
images,
or
sounds.


•
Demonstrates
an
understanding
of
what

constitutes
plagiarism
and
does
not
represent

work
attributable
to
others
as
his/her
own.

This
includes
the
work
of
other
members
of

research
teams.


•
Demonstrates
an
understanding
of
in­
stitutional
policies
related
to
human
subjects

research.


•
Demonstrates
an
understanding
of
fed­
eral,
 state,
 and
 institutional
 policies
 related

to
using
live
animals
in
research.


3.
Acknowledges
the
use
of
information

sources
 in
 communicating
 the
 product
 or

performance.


Outcomes include: 
The
student:

•
 Selects
 an
 appropriate
 documentation


style
 for
 each
 research
 project
 and
 uses
 it

consistently
to
cite
sources.


•
 Posts
 permission
 granted
 notices,
 as

needed,
for
copyrighted
material.


•
Acknowledges
all
contributors,
funding

sources,
grants,
etc.


4.
Applies
creativity
effectively
in
use
of

the
 information
 for
 a
 particular
 product
 or

performance.


Outcomes include: 
The
student:

•
 Selects,
 analyzes,
 organizes,
 summa­

rizes,
and/or
synthesizes
information
from
a

variety
of
resources.


•
 Uses
 advanced
 information
 technolo­
gies,
such
as
data
mining
and
visualization
to

move
beyond
retrieval
and
identify
trends
and

patterns
within
large
sets
of
complex
data.


5.
 Revises
 the
 development
 process
 for

the
product
or
performance.


Outcomes include: 
The
student:


May 2005  387 C&RL News 



•
Maintains
a
journal
or
log
of
activities

related
to
the
information­seeking,
evaluating,

and
communicating
process.


•
Reflects
on
past
successes,
failures,
and

alternative
strategies.


6.
Communicates
the
product
or
perfor­
mance
effectively
to
others.


Outcomes include: 
The
student:

•
Chooses
a
communication
medium
and


format
that
best
supports
the
purposes
of
the

product
 or
 performance
 and
 the
 intended

audience.


•
 Uses
 a
 range
 of
 information
 technol­
ogy
applications
in
creating
the
product
or

performance.


•
 Incorporates
 principles
 of
 design
 and

communication.


•
 Communicates
 clearly
 and
 succinctly,

if
appropriate,
with
a
style
that
supports
the

purposes
of
the
intended
audience.


Standard fi ve 
The
 information
 literate
 student
 recognizes

the
 need
 to
 keep
 current
 regarding
 new

developments
in
his
or
her
field
and
under­
stands
that
information
literacy
is
an
ongo­
ing
process
and
an
important
component
of

lifelong
learning.


Performance indicators 
The
information
literate
student:


1.
Understands
that
information
searching

requires
time,
diligence,
and
practice,
and
that

skills
are
learned
over
time.


Outcomes include: 
The
student:

•
 Searches
 relevant
 resources
 diligently


and
with
increasing
accuracy
over
time.


2.
Increases
self­confidence
with
practice

and
experience
in
information
seeking.


Outcomes include: 
The
student:

•
Composes
search
statements
using
Bool­

ean
operators
and
limiting
factors.

•
Retrieves
accurate
information
any
time


and
from
any
source.


3.
 Appreciates
 that
 information
 literacy

requires
an
ongoing
assimilation
of
learning

and
information
technologies.


Outcomes include: 
The
student:

•
Recognizes
that
as
a
professional
in
a


field,
 it
 will
 be
 necessary
 to
 keep
 up
 with

new
developments
that
are
published
in
the

literature
of
the
fi
eld.


•
Recognizes
that
learning
about
informa­
tion
gathering
is
an
ongoing
process
as
the

source,
 format,
 software
 requirements,
 and

delivery
of
needed
information
changes
and

evolves
with
time.


•
Establishes
current
awareness
services,

follows
citation
and
cited
references
for
per­
tinent
articles,
scans
online
tables
of
contents,

examines
review
journals
and
other
forms
of

rapid
communication
literature,
and
manages

files
of
citations
of
articles
read
or
accessed

(such
as
through
use
of
bibliographic
man­
agement
software).


•
 Transfers
 information
 access
 skills
 to

new
subject
areas.


•
Uses
bibliometric
analysis
tools
to
update

knowledge
of
changing
technology
and
product

life
cycles
(such
as
by
analyzing
a
company’s

published
papers
and/or
patent
portfolio).


•
 Keeps
 up
 with
 scholarly
 publishing

changes
in
the
fi
eld.


•
Understands
the
importance
of
archiving

information
so
that
it
will
survive
company

mergers,
outdated
access
technologies,
per­
sonnel
departures,
and
the
like.


ACRL standards and guidelines 
available online 

Online
 versions
 of
 draft
 and
 approved

ACRL
 standards
 and
 guidelines
 are
 just

a
click
away
on
the
ACRL
Web
site.
You

can
 find
 the
 standards
 or
 guideline
 you

need
in
an
alphabetical
listing
or
by
topic

area.
 Go
 to
 www.ala.org/acrl
 and
 click

on
“Standards
and
Guidelines”
for
a
com­
plete
list
of
documents.


388C&RL News May 2005

www.ala.org/acrl