Appendix ACRL competencies, standards, performance indicators, and outcomes
Standard One
The information literate student determines the nature and extent of the information needed. Performance Indicators:
1. The information literate student defines and articulates the need for information.
a. Confer with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need.
b. Develop a thesis statement and formulate questions based on the information need.
c. Explore general information sources to increase familiarity with the topic.
d. Define or modify the information need to achieve a manageable focus.
e. Identify key concepts and terms that describe the information need.
f. Recognize that existing information can be combined with original thought, experimentation, and/or analysis to produce new information.
2. The information literate student identifies a variety of types and formats of potential sources for information.
a. Know how information is formally and informally produced, organized, and disseminated.
b. Recognize that knowledge can be organized into disciplines that influence the way information is accessed.
c. Identify the value and differences of potential resources in a variety of formats (e.g. multimedia, database, website, data set, audio/visual, book).
d. Identify the purpose and audience of potential resources (e.g. popular vs. scholarly, current vs. historical).
e. Differentiate between primary and secondary sources, recognizing how their use and importance vary with each discipline.
f. Realize that information may need to be constructed with raw data from primary sources.
3. The information literate student considers the costs and benefits of acquiring the needed information.
a. Determine the availability of needed information and make decisions on broadening the information seeking process beyond local resources (e.g. interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound).
b. Consider the feasibility of acquiring a new language or skill (e.g. foreign or discipline-based) in order to gather needed information and to understand its context.
c. Defines a realistic overall plan and timeline to acquire the needed information.
4. The information literate student reevaluates the nature and extent of the information need.
Standard Two
The information literate student accesses needed information effectively and efficiently.
Performance Indicators:
1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
a. Identify appropriate investigative methods (e.g. laboratory experiment, simulation, fieldwork).
b. Investigate benefits and applicability of various investigative methods.
c. Investigate the scope, content, and organization of information retrieval systems.
d. Select efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system.
2. The information literate student constructs and implements effectively-designed search strategies.
a. Develop a research plan appropriate to the investigative method.
b. Identify keywords, synonyms and related terms for the information needed.
c. Select controlled vocabulary specific to the discipline or information retrieval source.
d. Construct a search strategy using appropriate commands for the information retrieval system selected (e.g. Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books).
e. Implement the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters.
f. Implement the search using investigative protocols appropriate to the discipline.
3. The information literate student retrieves information online or in person using a variety of methods.
a. Use various search systems to retrieve information in a variety of formats.
b. Use various classification schemes and other systems (e.g. call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration.
c. Use specialized online or in-person services available at the institution to retrieve information needed (e.g. interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners).
d. Use surveys, letters, interviews, and other forms of inquiry to retrieve primary information.
4. The information literate student refines the search strategy if necessary.
a. Assess the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized.
b. Identify gaps in the information retrieved and determine if the search strategy should be revised.
c. Repeat the search using the revised strategy as necessary.
5. The information literate student extracts, records, and manages the information and its sources.
a. Select among various technologies the most appropriate one for the task of extracting the needed information (e.g. copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments).
b. Create a system for organizing the information.
c. Differentiate between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources.
d. Record all pertinent citation information for future reference.
e. Use various technologies to manage the information selected and organized.
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.
Performance Indicators:
1. The information literate student summarizes the main ideas to be extracted from the information gathered.
a. Read the text and select main ideas.
b. Restate textual concepts in their own words and select data accurately.
c. Identify verbatim material that can be then appropriately quoted.
2. The information literate student articulates and applies initial criteria for evaluating both the information and its sources.
a. Examine and compare information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias.
b. Analyze the structure and logic of supporting arguments or methods.
c. Recognize prejudice, deception, or manipulation.
d. Recognize the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information.
3. The information literate student synthesizes main ideas to construct new concepts.
a. Recognize interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence.
b. Extend initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information.
c. Utilize computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena.
4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
a. Determine whether information satisfies the research or other information need.
b. Use consciously selected criteria to determine whether the information contradicts or verifies information used from other sources.
c. Draw conclusions based upon information gathered.
d. Test theories with discipline-appropriate techniques (e.g. simulators, experiments).
e. Determine probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions.
f. Integrate new information with previous information or knowledge.
5. The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
a. Investigate differing viewpoints encountered in the literature.
b. Determine whether to incorporate or reject viewpoints encountered.
6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
a. Participate in classroom and other discussions.
b. Participate in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g. e-mail, bulletin boards, chat rooms).
c. Seek expert opinion through a variety of mechanisms (e.g. interviews, e-mail, listservs).
7. The information literate student determines whether the initial query should be revised.
Standard Four
The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
Performance Indicators:
1. The information literate student applies new and prior information to the planning and creation of a particular product or performance.
a. Organize the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards).
b. Articulate knowledge and skills transferred from prior experiences to planning and creating the product or performance.
c. Integrate the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance.
d. Manipulate digital text, images, and data, as needed, transferring them from their original locations and formats to a new context.
2. The information literate student revises the development process for the product or performance.
a. Maintain a journal or log of activities related to the information seeking, evaluating, and communicating process.
b. Reflect on past successes, failures, and alternative strategies.
3. The information literate student communicates the product or performance effectively to others.
a. Choose a communication medium and format that best supports the purposes of the product or performance and the intended audience.
b. Use a range of information technology applications in creating the product or performance.
c. Incorporate principles of design and communication.
d. Communicate clearly and with a style that supports the purposes of the intended audience.
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.
Performance Indicators:
1. The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
a. Identify and discuss issues related to privacy and security in both the print and electronic environments.
b. Identify and discuss issues related to free vs. fee-based access to information.
c. Identify and discuss issues related to censorship and freedom of speech.
d. Demonstrate an understanding of intellectual property, copyright, and fair use of copyrighted material.
2. The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
a. Participate in electronic discussions following accepted practices (e.g. ‘Netiquette’).
b. Use approved passwords and other forms of ID for access to information resources.
c. Comply with institutional policies on access to information resources.
d. Preserve the integrity of information resources, equipment, systems and facilities.
e. Legally obtain, store, and disseminate text, data, images, or sounds.
f. Demonstrate an understanding of what constitutes plagiarism and does not represent work attributable to others as their own.
g. Demonstrate an understanding of institutional policies related to human subjects research.
3. The information literate student acknowledges the use of information sources in communicating the product or performance.