4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

Youareat:ALA.orgACRLGuidelines,Standards,andFrameworksInformationLiteracyCompetency
StandardsforHigherEducation

InformationLiteracyCompetencyStandards
forHigherEducation
ThesestandardswerereviewedbytheACRLStandardsCommitteeandapprovedbytheBoardofDirectorsofthe
AssociationofCollegeandResearchLibraries(ACRL)onJanuary18,2000,attheMidwinterMeetingofthe
AmericanLibraryAssociationinSanAntonio,Texas.ThesestandardswerealsoendorsedbytheAmerican
AssociationforHigherEducation(October1999)andtheCouncilofIndependentColleges(February2004).A
PDFofthisdocumentisavailable.
ACRLhasaconstellationofdocumentsoninformationliteracyyoumayalsofindtheFrameworkforInformationLiteracyinHigher
Educationofinterest.

PrintcopiesmaybepurchasedfromtheAssociationofCollegeandResearchLibrariesfor$25.00forapackageof
25,includingstandardpostage.Expeditedshippingisavailableforanadditionalcharge.Orders(alongwithcheck
ormoneyordermadepayabletoAssociationofCollegeandResearchLibraries)shouldbesentto:
AssociationofCollegeandResearchLibraries
Attn:StandardsFulfillment
50EastHuronStreet
Chicago,IL60611
Toorder,call3122802523,oremailacrl@ala.org.

Introduction
InformationLiteracyDefined
InformationLiteracyandInformationTechnology
InformationLiteracyandHigherEducation
InformationLiteracyandPedagogy
http://www.ala.org/acrl/standards/informationliteracycompetency

1/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

UseoftheStandards
InformationLiteracyandAssessment
Standards,PerformanceIndicators,andOutcomes
StandardsforProficienciesforInstructionLibrariansandCoordinators:APracticalGuide

InformationLiteracyDefined
Informationliteracyisasetofabilitiesrequiringindividualsto"recognizewheninformationisneededandhavethe
abilitytolocate,evaluate,anduseeffectivelytheneededinformation."1Informationliteracyalsoisincreasingly
importantinthecontemporaryenvironmentofrapidtechnologicalchangeandproliferatinginformationresources.
Becauseoftheescalatingcomplexityofthisenvironment,individualsarefacedwithdiverse,abundantinformation
choicesintheiracademicstudies,intheworkplace,andintheirpersonallives.Informationisavailablethrough
libraries,communityresources,specialinterestorganizations,media,andtheInternetandincreasingly,
informationcomestoindividualsinunfilteredformats,raisingquestionsaboutitsauthenticity,validity,and
reliability.Inaddition,informationisavailablethroughmultiplemedia,includinggraphical,aural,andtextual,and
theseposenewchallengesforindividualsinevaluatingandunderstandingit.Theuncertainqualityandexpanding
quantityofinformationposelargechallengesforsociety.Thesheerabundanceofinformationwillnotinitself
createamoreinformedcitizenrywithoutacomplementaryclusterofabilitiesnecessarytouseinformation
effectively.
Informationliteracyformsthebasisforlifelonglearning.Itiscommontoalldisciplines,toalllearning
environments,andtoalllevelsofeducation.Itenableslearnerstomastercontentandextendtheirinvestigations,
becomemoreselfdirected,andassumegreatercontrolovertheirownlearning.Aninformationliterateindividualis
ableto:
Determinetheextentofinformationneeded
Accesstheneededinformationeffectivelyandefficiently
Evaluateinformationanditssourcescritically
Incorporateselectedinformationintoonesknowledgebase
Useinformationeffectivelytoaccomplishaspecificpurpose
Understandtheeconomic,legal,andsocialissuessurroundingtheuseofinformation,andaccessanduse
informationethicallyandlegally

InformationLiteracyandInformationTechnology
http://www.ala.org/acrl/standards/informationliteracycompetency

2/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

Informationliteracyisrelatedtoinformationtechnologyskills,buthasbroaderimplicationsfortheindividual,the
educationalsystem,andforsociety.Informationtechnologyskillsenableanindividualtousecomputers,software
applications,databases,andothertechnologiestoachieveawidevarietyofacademic,workrelated,andpersonal
goals.Informationliterateindividualsnecessarilydevelopsometechnologyskills.
Informationliteracy,whileshowingsignificantoverlapwithinformationtechnologyskills,isadistinctandbroader
areaofcompetence.Increasingly,informationtechnologyskillsareinterwovenwith,andsupport,information
literacy.A1999reportfromtheNationalResearchCouncilpromotestheconceptof"fluency"withinformation
technologyanddelineatesseveraldistinctionsusefulinunderstandingrelationshipsamonginformationliteracy,
computerliteracy,andbroadertechnologicalcompetence.Thereportnotesthat"computerliteracy"isconcerned
withrotelearningofspecifichardwareandsoftwareapplications,while"fluencywithtechnology"focuseson
understandingtheunderlyingconceptsoftechnologyandapplyingproblemsolvingandcriticalthinkingtousing
technology.Thereportalsodiscussesdifferencesbetweeninformationtechnologyfluencyandinformationliteracy
asitisunderstoodinK12andhighereducation.Amongtheseareinformationliteracysfocusoncontent,
communication,analysis,informationsearching,andevaluationwhereasinformationtechnology"fluency"focuses
onadeepunderstandingoftechnologyandgraduated,increasinglyskilleduseofit.2
"Fluency"withinformationtechnologymayrequiremoreintellectualabilitiesthantherotelearningofsoftwareand
hardwareassociatedwith"computerliteracy",butthefocusisstillonthetechnologyitself.Informationliteracy,on
theotherhand,isanintellectualframeworkforunderstanding,finding,evaluating,andusinginformationactivities
whichmaybeaccomplishedinpartbyfluencywithinformationtechnology,inpartbysoundinvestigativemethods,
butmostimportant,throughcriticaldiscernmentandreasoning.Informationliteracyinitiates,sustains,andextends
lifelonglearningthroughabilitieswhichmayusetechnologiesbutareultimatelyindependentofthem.

InformationLiteracyandHigherEducation
Developinglifelonglearnersiscentraltothemissionofhighereducationinstitutions.Byensuringthatindividuals
havetheintellectualabilitiesofreasoningandcriticalthinking,andbyhelpingthemconstructaframeworkfor
learninghowtolearn,collegesanduniversitiesprovidethefoundationforcontinuedgrowththroughouttheir
careers,aswellasintheirrolesasinformedcitizensandmembersofcommunities.Informationliteracyisakey
componentof,andcontributorto,lifelonglearning.Informationliteracycompetencyextendslearningbeyond
formalclassroomsettingsandprovidespracticewithselfdirectedinvestigationsasindividualsmoveinto
internships,firstprofessionalpositions,andincreasingresponsibilitiesinallarenasoflife.Becauseinformation
literacyaugmentsstudentscompetencywithevaluating,managing,andusinginformation,itisnowconsideredby
severalregionalanddisciplinebasedaccreditationassociationsasakeyoutcomeforcollegestudents.3
http://www.ala.org/acrl/standards/informationliteracycompetency

3/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

Forstudentsnotontraditionalcampuses,informationresourcesareoftenavailablethroughnetworksandother
channels,anddistributedlearningtechnologiespermitteachingandlearningtooccurwhentheteacherandthe
studentarenotinthesameplaceatthesametime.Thechallengeforthosepromotinginformationliteracyin
distanceeducationcoursesistodevelopacomparablerangeofexperiencesinlearningaboutinformation
resourcesasareofferedontraditionalcampuses.Informationliteracycompetenciesfordistancelearningstudents
shouldbecomparabletothosefor"oncampus"students.
Incorporatinginformationliteracyacrosscurricula,inallprogramsandservices,andthroughouttheadministrative
lifeoftheuniversity,requiresthecollaborativeeffortsoffaculty,librarians,andadministrators.Throughlectures
andbyleadingdiscussions,facultyestablishthecontextforlearning.Facultyalsoinspirestudentstoexplorethe
unknown,offerguidanceonhowbesttofulfillinformationneeds,andmonitorstudentsprogress.Academic
librarianscoordinatetheevaluationandselectionofintellectualresourcesforprogramsandservicesorganize,
andmaintaincollectionsandmanypointsofaccesstoinformationandprovideinstructiontostudentsandfaculty
whoseekinformation.Administratorscreateopportunitiesforcollaborationandstaffdevelopmentamongfaculty,
librarians,andotherprofessionalswhoinitiateinformationliteracyprograms,leadinplanningandbudgetingfor
thoseprograms,andprovideongoingresourcestosustainthem.

InformationLiteracyandPedagogy
TheBoyerCommissionReport,ReinventingUndergraduateEducation,recommendsstrategiesthatrequirethe
studenttoengageactivelyin"framingofasignificantquestionorsetofquestions,theresearchorcreative
explorationtofindanswers,andthecommunicationsskillstoconveytheresults..."4Coursesstructuredinsucha
waycreatestudentcenteredlearningenvironmentswhereinquiryisthenorm,problemsolvingbecomesthefocus,
andthinkingcriticallyispartoftheprocess.Suchlearningenvironmentsrequireinformationliteracycompetencies.
Gainingskillsininformationliteracymultipliestheopportunitiesforstudentsselfdirectedlearning,astheybecome
engagedinusingawidevarietyofinformationsourcestoexpandtheirknowledge,askinformedquestions,and
sharpentheircriticalthinkingforstillfurtherselfdirectedlearning.Achievingcompetencyininformationliteracy
requiresanunderstandingthatthisclusterofabilitiesisnotextraneoustothecurriculumbutiswovenintothe
curriculumscontent,structure,andsequence.Thiscurricularintegrationalsoaffordsmanypossibilitiesfor
furtheringtheinfluenceandimpactofsuchstudentcenteredteachingmethodsasproblembasedlearning,
evidencebasedlearning,andinquirylearning.Guidedbyfacultyandothersinproblembasedapproaches,
studentsreasonaboutcoursecontentatadeeperlevelthanispossiblethroughtheexclusiveuseoflecturesand
textbooks.Totakefullestadvantageofproblembasedlearning,studentsmustoftenusethinkingskillsrequiring
themtobecomeskilledusersofinformationsourcesinmanylocationsandformats,therebyincreasingtheir
responsibilityfortheirownlearning.
http://www.ala.org/acrl/standards/informationliteracycompetency

4/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

Toobtaintheinformationtheyseekfortheirinvestigations,individualshavemanyoptions.Oneistoutilizean
informationretrievalsystem,suchasmaybefoundinalibraryorindatabasesaccessiblebycomputerfromany
location.Anotheroptionistoselectanappropriateinvestigativemethodforobservingphenomenadirectly.For
example,physicians,archaeologists,andastronomersfrequentlydependuponphysicalexaminationtodetectthe
presenceofparticularphenomena.Inaddition,mathematicians,chemists,andphysicistsoftenutilizetechnologies
suchasstatisticalsoftwareorsimulatorstocreateartificialconditionsinwhichtoobserveandanalyzethe
interactionofphenomena.Asstudentsprogressthroughtheirundergraduateyearsandgraduateprograms,they
needtohaverepeatedopportunitiesforseeking,evaluating,andmanaginginformationgatheredfrommultiple
sourcesanddisciplinespecificresearchmethods.

UseoftheStandards
InformationLiteracyCompetencyStandardsforHigherEducationprovidesaframeworkforassessingthe
informationliterateindividual.ItalsoextendstheworkoftheAmericanAssociationofSchoolLibrariansTask
ForceonInformationLiteracyStandards,therebyprovidinghighereducationanopportunitytoarticulateits
informationliteracycompetencieswiththoseofK12sothatacontinuumofexpectationsdevelopsforstudentsat
alllevels.Thecompetenciespresentedhereoutlinetheprocessbywhichfaculty,librariansandotherspinpoint
specificindicatorsthatidentifyastudentasinformationliterate.
Studentsalsowillfindthecompetenciesuseful,becausetheyprovidestudentswithaframeworkforgaining
controloverhowtheyinteractwithinformationintheirenvironment.Itwillhelptosensitizethemtotheneedto
developametacognitiveapproachtolearning,makingthemconsciousoftheexplicitactionsrequiredfor
gathering,analyzing,andusinginformation.Allstudentsareexpectedtodemonstrateallofthecompetencies
describedinthisdocument,butnoteveryonewilldemonstratethemtothesamelevelofproficiencyoratthesame
speed.
Furthermore,somedisciplinesmayplacegreateremphasisonthemasteryofcompetenciesatcertainpointsinthe
process,andthereforecertaincompetencieswouldreceivegreaterweightthanothersinanyrubricfor
measurement.Manyofthecompetenciesarelikelytobeperformedrecursively,inthatthereflectiveand
evaluativeaspectsincludedwithineachstandardwillrequirethestudenttoreturntoanearlierpointintheprocess,
revisetheinformationseekingapproach,andrepeatthesamesteps.
Toimplementthestandardsfully,aninstitutionshouldfirstreviewitsmissionandeducationalgoalstodetermine
howinformationliteracywouldimprovelearningandenhancetheinstitutionseffectiveness.Tofacilitate
acceptanceoftheconcept,facultyandstaffdevelopmentisalsocrucial.
http://www.ala.org/acrl/standards/informationliteracycompetency

5/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

InformationLiteracyandAssessment
Inthefollowingcompetencies,therearefivestandardsandtwentytwoperformanceindicators.Thestandards
focusupontheneedsofstudentsinhighereducationatalllevels.Thestandardsalsolistarangeofoutcomesfor
assessingstudentprogresstowardinformationliteracy.Theseoutcomesserveasguidelinesforfaculty,librarians,
andothersindevelopinglocalmethodsformeasuringstudentlearninginthecontextofaninstitutionsunique
mission.Inadditiontoassessingallstudentsbasicinformationliteracyskills,facultyandlibrariansshouldalso
worktogethertodevelopassessmentinstrumentsandstrategiesinthecontextofparticulardisciplines,as
informationliteracymanifestsitselfinthespecificunderstandingoftheknowledgecreation,scholarlyactivity,and
publicationprocessesfoundinthosedisciplines.
Inimplementingthesestandards,institutionsneedtorecognizethatdifferentlevelsofthinkingskillsareassociated
withvariouslearningoutcomesandthereforedifferentinstrumentsormethodsareessentialtoassessthose
outcomes.Forexample,both"higherorder"and"lowerorder"thinkingskills,basedonBloomsTaxonomyof
EducationalObjectives,areevidentthroughouttheoutcomesdetailedinthisdocument.Itisstronglysuggested
thatassessmentmethodsappropriatetothethinkingskillsassociatedwitheachoutcomebeidentifiedasan
integralpartoftheinstitutionsimplementationplan.
Forexample,thefollowingoutcomesillustrate"higherorder"and"lowerorder"thinkingskills:
"LowerOrder"thinkingskill:
Outcome2.2.2.Identifieskeywords,synonyms,andrelatedtermsfortheinformationneeded.
"HigherOrder"thinkingskill:
Outcome3.3.2.Extendsinitialsynthesis,whenpossible,toahigherlevelofabstractiontoconstruct
newhypothesesthatmayrequireadditionalinformation.
Faculty,librarians,andotherswillfindthatdiscussingassessmentmethodscollaborativelyisaveryproductive
exerciseinplanningasystematic,comprehensiveinformationliteracyprogram.Thisassessmentprogramshould
reachallstudents,pinpointareasforfurtherprogramdevelopment,andconsolidatelearninggoalsalready
achieved.Italsoshouldmakeexplicittotheinstitutionsconstituencieshowinformationliteracycontributesto
producingeducatedstudentsandcitizens.

Notes
1. AmericanLibraryAssociation.PresidentialCommitteeonInformationLiteracy.FinalReport.(Chicago:
http://www.ala.org/acrl/standards/informationliteracycompetency

6/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

AmericanLibraryAssociation,1989.)
2. NationalResearchCouncil.CommissiononPhysicalSciences,Mathematics,andApplications.Committee
onInformationTechnologyLiteracy,ComputerScienceandTelecommunicationsBoard.BeingFluentwith
InformationTechnology.Publication.(Washington,D.C.:NationalAcademyPress,1999)
http://www.nap.edu/catalog/6482.html
3. Severalkeyaccreditingagenciesconcernedwithinformationliteracyare:TheMiddleStatesCommission
onHigherEducation(MSCHE),theWesternAssociationofSchoolsandCollege(WASC),andtheSouthern
AssociationofCollegesandSchools(SACS).
4. BoyerCommissiononEducatingUndergraduatesintheResearchUniversity.ReinventingUndergraduate
Education:ABlueprintforAmerica'sResearchUniversities.http://notes.cc.sunysb.edu/Pres/boyer.nsf/

Standards,PerformanceIndicators,andOutcomes
StandardOne
Theinformationliteratestudentdeterminesthenatureandextentoftheinformationneeded.
PerformanceIndicators:
1. Theinformationliteratestudentdefinesandarticulatestheneedforinformation.
OutcomesInclude:
a. Conferswithinstructorsandparticipatesinclassdiscussions,peerworkgroups,andelectronic
discussionstoidentifyaresearchtopic,orotherinformationneed
b. Developsathesisstatementandformulatesquestionsbasedontheinformationneed
c. Exploresgeneralinformationsourcestoincreasefamiliaritywiththetopic
d. Definesormodifiestheinformationneedtoachieveamanageablefocus
e. Identifieskeyconceptsandtermsthatdescribetheinformationneed
f. Recognizesthatexistinginformationcanbecombinedwithoriginalthought,experimentation,and/or
analysistoproducenewinformation
2. Theinformationliteratestudentidentifiesavarietyoftypesandformatsofpotentialsourcesforinformation.
OutcomesInclude:
a. Knowshowinformationisformallyandinformallyproduced,organized,anddisseminated
http://www.ala.org/acrl/standards/informationliteracycompetency

7/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

b. Recognizesthatknowledgecanbeorganizedintodisciplinesthatinfluencethewayinformationis
accessed
c. Identifiesthevalueanddifferencesofpotentialresourcesinavarietyofformats(e.g.,multimedia,
database,website,dataset,audio/visual,book)
d. Identifiesthepurposeandaudienceofpotentialresources(e.g.,popularvs.scholarly,currentvs.
historical)
e. Differentiatesbetweenprimaryandsecondarysources,recognizinghowtheiruseandimportancevary
witheachdiscipline
f. Realizesthatinformationmayneedtobeconstructedwithrawdatafromprimarysources
3. Theinformationliteratestudentconsidersthecostsandbenefitsofacquiringtheneededinformation.
OutcomesInclude:
a. Determinestheavailabilityofneededinformationandmakesdecisionsonbroadeningtheinformation
seekingprocessbeyondlocalresources(e.g.,interlibraryloanusingresourcesatotherlocations
obtainingimages,videos,text,orsound)
b. Considersthefeasibilityofacquiringanewlanguageorskill(e.g.,foreignordisciplinebased)inorder
togatherneededinformationandtounderstanditscontext
c. Definesarealisticoverallplanandtimelinetoacquiretheneededinformation
4. Theinformationliteratestudentreevaluatesthenatureandextentoftheinformationneed.
OutcomesInclude:
a. Reviewstheinitialinformationneedtoclarify,revise,orrefinethequestion
b. Describescriteriausedtomakeinformationdecisionsandchoices

StandardTwo
Theinformationliteratestudentaccessesneededinformationeffectivelyandefficiently.
PerformanceIndicators:
1. Theinformationliteratestudentselectsthemostappropriateinvestigativemethodsorinformationretrieval
systemsforaccessingtheneededinformation.
OutcomesInclude:
a. Identifiesappropriateinvestigativemethods(e.g.,laboratoryexperiment,simulation,fieldwork)
http://www.ala.org/acrl/standards/informationliteracycompetency

8/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

b. Investigatesbenefitsandapplicabilityofvariousinvestigativemethods
c. Investigatesthescope,content,andorganizationofinformationretrievalsystems
d. Selectsefficientandeffectiveapproachesforaccessingtheinformationneededfromtheinvestigative
methodorinformationretrievalsystem
2. Theinformationliteratestudentconstructsandimplementseffectivelydesignedsearchstrategies.
OutcomesInclude:
a. Developsaresearchplanappropriatetotheinvestigativemethod
b. Identifieskeywords,synonymsandrelatedtermsfortheinformationneeded
c. Selectscontrolledvocabularyspecifictothedisciplineorinformationretrievalsource
d. Constructsasearchstrategyusingappropriatecommandsfortheinformationretrievalsystemselected
(e.g.,Booleanoperators,truncation,andproximityforsearchenginesinternalorganizerssuchas
indexesforbooks)
e. Implementsthesearchstrategyinvariousinformationretrievalsystemsusingdifferentuserinterfaces
andsearchengines,withdifferentcommandlanguages,protocols,andsearchparameters
f. Implementsthesearchusinginvestigativeprotocolsappropriatetothediscipline
3. Theinformationliteratestudentretrievesinformationonlineorinpersonusingavarietyofmethods.
OutcomesInclude:
a. Usesvarioussearchsystemstoretrieveinformationinavarietyofformats
b. Usesvariousclassificationschemesandothersystems(e.g.,callnumbersystemsorindexes)tolocate
informationresourceswithinthelibraryortoidentifyspecificsitesforphysicalexploration
c. Usesspecializedonlineorinpersonservicesavailableattheinstitutiontoretrieveinformationneeded
(e.g.,interlibraryloan/documentdelivery,professionalassociations,institutionalresearchoffices,
communityresources,expertsandpractitioners)
d. Usessurveys,letters,interviews,andotherformsofinquirytoretrieveprimaryinformation
4. Theinformationliteratestudentrefinesthesearchstrategyifnecessary.
OutcomesInclude:
a. Assessesthequantity,quality,andrelevanceofthesearchresultstodeterminewhetheralternative
informationretrievalsystemsorinvestigativemethodsshouldbeutilized
b. Identifiesgapsintheinformationretrievedanddeterminesifthesearchstrategyshouldberevised
c. Repeatsthesearchusingtherevisedstrategyasnecessary

5. Theinformationliteratestudentextracts,records,andmanagestheinformationanditssources.
http://www.ala.org/acrl/standards/informationliteracycompetency

9/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

OutcomesInclude:
a. Selectsamongvarioustechnologiesthemostappropriateoneforthetaskofextractingtheneeded
information(e.g.,copy/pastesoftwarefunctions,photocopier,scanner,audio/visualequipment,or
exploratoryinstruments)
b. Createsasystemfororganizingtheinformation
c. Differentiatesbetweenthetypesofsourcescitedandunderstandstheelementsandcorrectsyntaxofa
citationforawiderangeofresources
d. Recordsallpertinentcitationinformationforfuturereference
e. Usesvarioustechnologiestomanagetheinformationselectedandorganized

StandardThree
Theinformationliteratestudentevaluatesinformationanditssourcescriticallyandincorporatesselected
informationintohisorherknowledgebaseandvaluesystem.
PerformanceIndicators:
1. Theinformationliteratestudentsummarizesthemainideastobeextractedfromtheinformationgathered.
OutcomesInclude:
a. Readsthetextandselectsmainideas
b. Restatestextualconceptsinhis/herownwordsandselectsdataaccurately
c. Identifiesverbatimmaterialthatcanbethenappropriatelyquoted

2. Theinformationliteratestudentarticulatesandappliesinitialcriteriaforevaluatingboththeinformationand
itssources.
OutcomesInclude:
a. Examinesandcomparesinformationfromvarioussourcesinordertoevaluatereliability,validity,
accuracy,authority,timeliness,andpointofvieworbias
b. Analyzesthestructureandlogicofsupportingargumentsormethods
c. Recognizesprejudice,deception,ormanipulation
d. Recognizesthecultural,physical,orothercontextwithinwhichtheinformationwascreatedand
understandstheimpactofcontextoninterpretingtheinformation

http://www.ala.org/acrl/standards/informationliteracycompetency

10/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

3. Theinformationliteratestudentsynthesizesmainideastoconstructnewconcepts.
OutcomesInclude:
a. Recognizesinterrelationshipsamongconceptsandcombinesthemintopotentiallyusefulprimary
statementswithsupportingevidence
b. Extendsinitialsynthesis,whenpossible,atahigherlevelofabstractiontoconstructnewhypotheses
thatmayrequireadditionalinformation
c. Utilizescomputerandothertechnologies(e.g.spreadsheets,databases,multimedia,andaudioor
visualequipment)forstudyingtheinteractionofideasandotherphenomena
4. Theinformationliteratestudentcomparesnewknowledgewithpriorknowledgetodeterminethevalue
added,contradictions,orotheruniquecharacteristicsoftheinformation.
OutcomesInclude:
a. Determineswhetherinformationsatisfiestheresearchorotherinformationneed
b. Usesconsciouslyselectedcriteriatodeterminewhethertheinformationcontradictsorverifies
informationusedfromothersources
c. Drawsconclusionsbaseduponinformationgathered
d. Teststheorieswithdisciplineappropriatetechniques(e.g.,simulators,experiments)
e. Determinesprobableaccuracybyquestioningthesourceofthedata,thelimitationsoftheinformation
gatheringtoolsorstrategies,andthereasonablenessoftheconclusions
f. Integratesnewinformationwithpreviousinformationorknowledge
g. Selectsinformationthatprovidesevidenceforthetopic
5. Theinformationliteratestudentdetermineswhetherthenewknowledgehasanimpactontheindividuals
valuesystemandtakesstepstoreconciledifferences.
OutcomesInclude:
a. Investigatesdifferingviewpointsencounteredintheliterature
b. Determineswhethertoincorporateorrejectviewpointsencountered
6. Theinformationliteratestudentvalidatesunderstandingandinterpretationoftheinformationthrough
discoursewithotherindividuals,subjectareaexperts,and/orpractitioners.
OutcomesInclude:
a. Participatesinclassroomandotherdiscussions
b. Participatesinclasssponsoredelectroniccommunicationforumsdesignedtoencouragediscourseon
thetopic(e.g.,email,bulletinboards,chatrooms)
http://www.ala.org/acrl/standards/informationliteracycompetency

11/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

c. Seeksexpertopinionthroughavarietyofmechanisms(e.g.,interviews,email,listservs)
7. Theinformationliteratestudentdetermineswhethertheinitialqueryshouldberevised.
OutcomesInclude:
a. Determinesiforiginalinformationneedhasbeensatisfiedorifadditionalinformationisneeded
b. Reviewssearchstrategyandincorporatesadditionalconceptsasnecessary
c. Reviewsinformationretrievalsourcesusedandexpandstoincludeothersasneeded

StandardFour
Theinformationliteratestudent,individuallyorasamemberofagroup,usesinformationeffectivelytoaccomplish
aspecificpurpose.
PerformanceIndicators:
1. Theinformationliteratestudentappliesnewandpriorinformationtotheplanningandcreationofaparticular
productorperformance.
OutcomesInclude:
a. Organizesthecontentinamannerthatsupportsthepurposesandformatoftheproductor
performance(e.g.outlines,drafts,storyboards)
b. Articulatesknowledgeandskillstransferredfrompriorexperiencestoplanningandcreatingtheproduct
orperformance
c. Integratesthenewandpriorinformation,includingquotationsandparaphrasings,inamannerthat
supportsthepurposesoftheproductorperformance
d. Manipulatesdigitaltext,images,anddata,asneeded,transferringthemfromtheiroriginallocations
andformatstoanewcontext

2. Theinformationliteratestudentrevisesthedevelopmentprocessfortheproductorperformance.
OutcomesInclude:
a. Maintainsajournalorlogofactivitiesrelatedtotheinformationseeking,evaluating,and
communicatingprocess
b. Reflectsonpastsuccesses,failures,andalternativestrategies
3. Theinformationliteratestudentcommunicatestheproductorperformanceeffectivelytoothers.
http://www.ala.org/acrl/standards/informationliteracycompetency

12/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

OutcomesInclude:
a. Choosesacommunicationmediumandformatthatbestsupportsthepurposesoftheproductor
performanceandtheintendedaudience
b. Usesarangeofinformationtechnologyapplicationsincreatingtheproductorperformance
c. Incorporatesprinciplesofdesignandcommunication
d. Communicatesclearlyandwithastylethatsupportsthepurposesoftheintendedaudience

StandardFive
Theinformationliteratestudentunderstandsmanyoftheeconomic,legal,andsocialissuessurroundingtheuseof
informationandaccessesandusesinformationethicallyandlegally.
PerformanceIndicators:
1. Theinformationliteratestudentunderstandsmanyoftheethical,legalandsocioeconomicissues
surroundinginformationandinformationtechnology.
OutcomesInclude:
a. Identifiesanddiscussesissuesrelatedtoprivacyandsecurityinboththeprintandelectronic
environments
b. Identifiesanddiscussesissuesrelatedtofreevs.feebasedaccesstoinformation
c. Identifiesanddiscussesissuesrelatedtocensorshipandfreedomofspeech
d. Demonstratesanunderstandingofintellectualproperty,copyright,andfairuseofcopyrightedmaterial

2. Theinformationliteratestudentfollowslaws,regulations,institutionalpolicies,andetiquetterelatedtothe
accessanduseofinformationresources.
OutcomesInclude:
a. Participatesinelectronicdiscussionsfollowingacceptedpractices(e.g."Netiquette")
b. UsesapprovedpasswordsandotherformsofIDforaccesstoinformationresources
c. Complieswithinstitutionalpoliciesonaccesstoinformationresources
d. Preservestheintegrityofinformationresources,equipment,systemsandfacilities
e. Legallyobtains,stores,anddisseminatestext,data,images,orsounds
f. Demonstratesanunderstandingofwhatconstitutesplagiarismanddoesnotrepresentwork
attributabletoothersashis/herown
http://www.ala.org/acrl/standards/informationliteracycompetency

13/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

g. Demonstratesanunderstandingofinstitutionalpoliciesrelatedtohumansubjectsresearch
3. Theinformationliteratestudentacknowledgestheuseofinformationsourcesincommunicatingtheproduct
orperformance.
OutcomesInclude:
a. Selectsanappropriatedocumentationstyleandusesitconsistentlytocitesources
b. Postspermissiongrantednotices,asneeded,forcopyrightedmaterial

AppendixI:SelectedInformationLiteracyInitiatives
In1989theAmericanLibraryAssociation(ALA)PresidentialCommitteeonInformationLiteracyissuedafinal
reportwhichdefinedfourcomponentsofinformationliteracy:theabilitytorecognizewheninformationisneeded
andtolocate,evaluateanduseeffectivelytheneededinformation.
http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm
In1990,theNationalForumonInformationLiteracy(NFIL)wasfoundedasaresponsetotherecommendationsof
theALAPresidentialCommitteeFinalReport.NFILisa"coalitionofover75education,business,and
governmentalorganizationsworkingtopromoteinternationalandnationalawarenessoftheneedforinformation
literacyandencouragingactivitiesleadingtoitsacquisition."Forummemberspromoteinformationliteracy
nationally,internationally,andwithintheirownprograms.
http://www.infolit.org/index.html
InMarch1998NFILissued,AProgressReportonInformationLiteracy:AnUpdateontheAmericanLibrary
AssociationPresidentialCommitteeonInformationLiteracy:FinalReport.
http://www.infolit.org/documents/progress.html
In1998theAmericanAssociationofSchoolLibraries(AASL)andtheAssociationofEducationalCommunications
andTechnology(AECT)publishedInformationLiteracyStandardsforStudentLearning.TheAASL/AECT
standardsdetailcompetenciesforstudentsinK12.
Since1989,intheabsenceofnationalstandards,manystates,schooldistricts,stateuniversitysystems,andlocal
institutionshavedevelopedinformationliteracycompetencystandards.

http://www.ala.org/acrl/standards/informationliteracycompetency

14/15

4/6/2015

InformationLiteracyCompetencyStandardsforHigherEducation|AssociationofCollege&ResearchLibraries(ACRL)

CopyrightStatement PrivacyPolicy SiteHelp

19962015AmericanLibraryAssociation

http://www.ala.org/acrl/standards/informationliteracycompetency

SiteIndex
50EHuronSt.,ChicagoIL60611|1.800.545.2433

15/15