Information Literacy Standard 1 Level 3

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Information Literacy Standard 1 Level 3

  1. 1. Information Literacy Standard OneACRL Standards & Performance Indicators / Learning Outcomes Addressed
  2. 2. Standard One is the foundation on which the other Standards will build.
  3. 3. The student must be able to identify these questions: What is it you want to know?
  4. 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. 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. 6. This standard is divided into 4 performance indicators.The basic concepts of theseperformance indicators are: Define and Articulate
  7. 7. 1. The information literatestudent defines and articulates the need for information.
  8. 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. 9. 2. The information literatestudent identifies a variety oftypes and formats of potentialsources for information.
  10. 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. 11.  Explore subject-specific information resources  Identify characteristics of primary and secondary sources Explore raw data from original research and surveys
  12. 12. 3. The information literatestudent considers the costsand benefits of acquiring theneeded information.
  13. 13. Demonstrate a general knowledge to broaden theinformation seeking processbeyond the local resources in the library.
  14. 14. 4. The information literatestudent reevaluates the natureand extent of the informationneed.
  15. 15. Revise the scope of the topic based on the amount of information found.
  16. 16. The 4 Performance Indicator Outcomes ACRL Outcome 1.D
  17. 17. Outcome Example: Your students are havingtrouble defining their researchtopic. This is where the ACRLoutcomes become important. ACRL Outcome 1.D
  18. 18. Outcome 1.D asks the student to:Define or modify the information need to achieve a manageable focus.
  19. 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. 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. 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. 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. 23. Outcome 1.D asks the student to: Use background information sources effectively to gain an initial understanding of the topic.
  24. 24. Outcome 1.D asks the student to: Consult with the course instructor and librarians to develop a manageable focus for the topic.
  25. 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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