Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. (1)

An information literate individual is able to:

*  Determine the extent of information needed

*  Access the needed information effectively and efficiently

*  Evaluate information and its sources critically

*  Incorporate selected information into one’s knowledge base

*  Use information effectively to accomplish a specific purpose

*  Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally (2)

This tutorial will use the IRIS42 modules (3) to help you understand the principles of the ACRL (Association of College and Research Libraries) Information Literacy Competency Standards for Higher Education.

 

Standard One: The information literate student determines the nature and extent of the information needed

What kind of information do you need? A good place to start in becoming information literate is to know the uses and types of information that are available to you.  Select the Information Types module to explore the outcomes and indicators for Standard One.

Select Find to begin exploring Standard Two.

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Standard Two: The information literate student accesses needed information effectively and efficiently

How do I locate and retrieve appropriate sources of information?  Modules for Standard Two include learning how to use Boolean Operators (and, or, not), how to search the Library Catalogs and how to execute effective Search Strategies.

Select Evaluate to begin exploring Standard Three.

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Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

How do you know if the information retrieved is credible and relevant?   To understand how to evaluate different types of information sources and formats, modules for Standard Three under Evaluating Information are helpful.

Go to Standard Four.

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Standard Four The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

How will I use the information that I found?  To achieve Standard Four you will need to synthesize the information you have found, integrate it into your current knowledge base, and use/apply it. 

Put what you have learned in your own words.  Develop meaningful insights based on the information sources and perspectives you have researched.

Select Plagiarism to begin Standard Five.

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Standard Five The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

How do I properly cite the sources that I have used?  How do I acknowledge information such as ideas and words , that are not mine?  Modules for Standard Five cover Plagiarism, Acknowledging Sources and Citing Sources.

Information Literacy Resources

(1) The Association of College and Research Libraries (2000). Information literacy competency standards for higher education. Chicago, IL: The Association of College and Research Libraries. Retrieved October 16, 2008, from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf

(2) The Association of College and Research Libraries (2000). Information literacy competency standards for higher education. Chicago, IL: The Association of College and Research Libraries. Retrieved October 16, 2008, from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf

(3) IRIS Information Literacy Tutorials are available to use and link to on the web. Text may be copied and reused, with attribution. http://www.clark.edu/Library/iris/general/about.shtml

 

 

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