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Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
Information Literacy Standard 1 Level 3
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Information Literacy Standard 1 Level 3

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  • 1. Information Literacy Standard OneACRL Standards & Performance Indicators / Learning Outcomes Addressed
  • 2. Standard One is the foundation on which the other Standards will build.
  • 3. The student must be able to identify these questions: What is it you want to know?
  • 4. The student must be able to identify these questions: What is it you want to know? What kind of information do you need?
  • 5. The student must be able to identify these questions: What is it you want to know? What kind of information do you need?How much information do you need?
  • 6. This standard is divided into 4 performance indicators.The basic concepts of theseperformance indicators are: Define and Articulate
  • 7. 1. The information literatestudent defines and articulates the need for information.
  • 8.  Use background sources relevant to specific disciplines Consult with course instructor and/or librarian to identify and focus a research topic  Identify key concepts that describe the information need
  • 9. 2. The information literatestudent identifies a variety oftypes and formats of potentialsources for information.
  • 10.  Describe the difference between the general and the subject-specific information sources Distinguish the characteristics of resources for different audiences (current vs. historical; popular vs. scholarly)
  • 11.  Explore subject-specific information resources  Identify characteristics of primary and secondary sources Explore raw data from original research and surveys
  • 12. 3. The information literatestudent considers the costsand benefits of acquiring theneeded information.
  • 13. Demonstrate a general knowledge to broaden theinformation seeking processbeyond the local resources in the library.
  • 14. 4. The information literatestudent reevaluates the natureand extent of the informationneed.
  • 15. Revise the scope of the topic based on the amount of information found.
  • 16. The 4 Performance Indicator Outcomes ACRL Outcome 1.D
  • 17. Outcome Example: Your students are havingtrouble defining their researchtopic. This is where the ACRLoutcomes become important. ACRL Outcome 1.D
  • 18. Outcome 1.D asks the student to:Define or modify the information need to achieve a manageable focus.
  • 19. Outcome 1.D asks the student to: Identify an initial question that might be too broad or narrow, as well as one that is probably manageable.
  • 20. Outcome 1.D asks the student to: Explain his/her reasoning regarding the manageability of a topic with reference to available information sources.
  • 21. Outcome 1.D asks the student to: Narrow a broad topic and broaden a narrow topic by modifying the scope or direction of the question.
  • 22. Outcome 1.D asks the student to: Demonstrate an understanding of how the desired end product (i.e., the required depth of investigation and analysis) will play a role in determining the need for information.
  • 23. Outcome 1.D asks the student to: Use background information sources effectively to gain an initial understanding of the topic.
  • 24. Outcome 1.D asks the student to: Consult with the course instructor and librarians to develop a manageable focus for the topic.
  • 25. Bibliography"Information Literacy Resources | Association of College andResearch Libraries (ACRL)." ALA | Home - American LibraryAssociation. http://www.ala.org/acrl/issues/infolit"Objectives for Information Literacy Instruction: A ModelStatement for Academic Librarians | Association of Collegeand Research Libraries (ACRL)." ALA | Home - AmericanLibrary Association.http://www.ala.org/acrl/standards/objectivesinformation."Standard One | Association of College and ResearchLibraries (ACRL)." ALA | Home - American LibraryAssociation.http://www.ala.org/acrl/issues/infolit/standards/stnd1."The Standards: Step-by-Step | Association of College andResearch Libraries (ACRL)." ALA | Home - American LibraryAssociation.http://www.ala.org/acrl/issues/infolit/standards/steps.Compiled by: Denise Watts, MLS – Baptist College of Florida

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