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When Theory Meets Standard

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ACRL Information Literacy Competency Standards and Its Disciplinary Applications:
Accomplishments and Limitations according to Information Literacy Theories

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When Theory Meets Standard

  1. 1. ACRL Information Literacy Competency Standards and Its Disciplinary Applications: Accomplishments and Limitations from Multiple Theoretical Perspectives<br />Information Literacy Competency Standards for Higher Education (ACRL, 2000)<br />An individual is information literate if he/she is able to:<br /><ul><li>Determine the extent of information needed;
  2. 2. Access the needed information effectively and efficiently;
  3. 3. Evaluate information and its sources critically;
  4. 4. Incorporate selected information into one’s knowledge base;
  5. 5. Use information effectively to accomplish a specific purpose;
  6. 6. Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.</li></ul>Disciplinary Applications:<br /><ul><li>Information Literacy Standards for Science and Technology (June 2006)
  7. 7. Information Literacy Standards for Anthropology and Sociology Students (January 2008)
  8. 8. Research Competency Guidelines for Literatures in English (June 2007)
  9. 9. Political Science Research Competency Guidelines (July 2008)</li></ul>ACRL’s Information Literacy Standards: Limitations <br /><ul><li>Teach students to be conformity with the existing disciplinary world, follow existing terminology, methodology, rules and regulation, lack of genuine critical reflections on current academic practices.
  10. 10. Lack consideration of Social and cultural background of individual or research practice.
  11. 11. Instrumentalist view of information usage.
  12. 12. Librarianship as information storage and provider rather than an educator or coach for doing research.</li></ul>Information Literacy Theory<br /><ul><li>Information Seeking Theory (Kuhthau)
  13. 13. Linear model and its critiques
  14. 14. Abstract and individualized learner role
  15. 15. New Literacy Theory (Gee and Street)
  16. 16. Meaning and context of life worlds
  17. 17. Ideological view of literacy
  18. 18. Critical Education and Learning Theories (Vygosky, Friere, Schön, hooks, and Ayers)
  19. 19. Student centered and librarian as educator/ coach
  20. 20. Social constructionist theory
  21. 21. Educate the reflective practitioner
  22. 22. Moral commitment and ethical action in the classroom</li></ul>ACRL’s Information Literacy Standards: Accomplishments <br /><ul><li>Consider the non-linear information seeking process;
  23. 23. Consider learning in a community: clearly present project to others;
  24. 24. consider disciplinary context: developed disciplinary specific information literacy standards;
  25. 25. Consider ethical and legal issues related to information usage.</li></ul>Suggestions for Improving ACRL’s Information Literacy Standards<br /><ul><li>Consciousness: know history of science and each disciplinary in terms of information collection, storage, and distribution issues; be aware of students’ backgrounds and interests that are related to the research topics and information chosen.
  26. 26. Genuinely critical: learn philosophy of scientific methodologies, each one has advantages and limitations in terms of using and interpreting information; make students articulate the ultimate meaning of doing research in different disciplines.
  27. 27. Make changes: understand sociology of the academic world and make students understand the power structure of the academic world reflected in information accessibility and visibility and encourage them to articulate the social effects of their own research.</li></ul>Minglu Wang<br />School of Library and Information Science<br />

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