[Association of College and Research Libraries. Experts know how to seek authoritative voices but also recognize that unlikely voices can be authoritative, depending on need. Researchers should consult the sites themselves for information about rights, contacts, and permissions. ACRL recognizes the tremendous contributions of the Information Literacy Competency Standards for Higher Education and the transformational work of many ACRL members working with them. It focuses on how people learn and process information, taking into consideration people’s awareness of how they learn. ). Get this from a library! Metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share). The ACRL Information Literacy Competency Standards for Higher Education is the vehicle in which we will introduce our students to three of the five standards below. Content outside of the embargo period is updated and made available regularly. Provides vision for strong school library programs, including identification of the skills and knowledge essential for students to be information literate. The act of searching often begins with a question that directs the act of finding needed information. Thomas P. Mackey and Trudi E. Jacobson. Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Elements that affect or reflect on the creation, such as a pre- or post-publication editing or reviewing process, may be indicators of quality. 4. United States, 2008. ISTE serves more than 100,000 education stakeholders throughout the... International Society for Technology in Education. Such concepts produce transformation within the learner; without them, the learner does not acquire expertise in that field of knowledge. Following in January 2000, the Association of College and Research Libraries (ACRL) published Information Literacy Competency Standards for Higher Education. It is contextual in that the information need may help to determine the level of authority required. A Division of the American Library Association, The Role of the Community College Library in the Academy, Policies and Procedures for Standards, Guidelines, and Frameworks, Pandemic Resources for Academic Libraries, Joint Statement on Access to Research Materials in Archives and Special Collections Libraries, Policy Statement on Open Access to Scholarship by Academic Librarians, Education, Personnel, and Academic Status, ACRL Guidelines for Academic Librarians Without Faculty Status, ACRL Standards for Faculty Status for Academic Librarians, Diversity Standards: Cultural Competency for Academic Libraries, Guideline for the Appointment, Promotion and Tenure of Academic Librarians, Guidelines for Recruiting Academic Librarians, Joint Statement on Faculty Status of College and University Librarians, Statement on the Certification & Licensing of Academic Librarians, Statement on the Terminal Professional Degree for Academic Librarians, Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline, Framework for Information Literacy for Higher Education, Guidelines for Instruction Programs in Academic Libraries, Information Literacy Competency Standards for Journalism Students and Professionals, Information Literacy Competency Standards for Nursing, Information Literacy Standards for Anthropology and Sociology Students, Information Literacy Standards for Science and Engineering/Technology, Information Literacy Standards for Teacher Education, Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians, Political Science Research Competency Guidelines, Psychology Information Literacy Standards, Research Competency Guidelines for Literatures in English, Roles and Strengths of Teaching Librarians, Visual Literacy Competency Standards for Higher Education, Guidelines for University Library Services to Undergraduate Students, Standards for Libraries in Higher Education, Rare Books, Manuscripts, Special Collections, and Archives, ACRL/RBMS Guidelines For Interlibrary And Exhibition Loan Of Special Collections Materials, Guidelines Regarding Security and Theft in Special Collections, Guidelines on the Selection and Transfer of Materials from General Collections to Special Collections, Guidelines: Competencies for Special Collections Professionals, Standardized Statistical Measures and Metrics for Public Services in Archival Repositories and Special Collections Libraries, ACRL Proficiencies for Assessment Librarians and Coordinators, Guidelines for Curriculum Materials Centers, Guidelines for Media Resources in Academic Libraries, Standards for Distance Learning Library Services, 225 N Michigan Ave, Suite 1300 Chicago, IL 60601 | 1.800.545.2433, Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, Suggestions on How to Use the Framework for Information Literacy for Higher Education, Introduction for Faculty and Administrators, For Administrators: How to Support the Framework, http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm. Information Literacy Competency Standards for Higher Education provides higher education an opportunity to articulate its information literacy competencies with those of K-12 so that a continuum of expectations develops for students at all levels. Attn: Standards Fulfillment This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Authority is constructed in that various communities may recognize different types of authority. "October 2002." Understanding by Design. Outcomes Include: a. Watch Queue Queue. For the same reason, these lists should not be considered exhaustive. (Alexandria, VA: Association for Supervision and Curriculum Development, 2004). Some content may be protected under international law. See the. The unique capabilities and constraints of each creation process as well as the specific information need determine how the product is used. Information Literacy Competency Standards for Higher Education These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. Transliteracy in Complex Information Environments considers transliteracy in relation to other... PDF acquired via web archiving Cover title. The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. ACRL Information Literacy Competency Standards for Higher Education JavaScript disabled or chat unavailable. Information literacy competency standards for nursing Approved by the ACRL Board of Directors, October 2013 standards and guidelines. “Editors’ Preface.” In Threshold Concepts and Transformational Learning, edited by Jan H. F. Meyer, Ray Land, and Caroline Baillie, ix–xlii. Adopted by the ACRL Board, January 11, 2016. For guidance about compiling full citations consult Citing Primary Sources. It enables students to master course content and extend their investigations beyond the classroom, become more self-directed, and assume greater control over their own learning. Experts understand that value may be wielded by powerful interests in ways that marginalize certain voices. Information literacy is a key component of lifelong learning and is central to the mission of higher education. Standards, Performance Indicators, and Outcomes Standard One The information literate student determines the nature and extent of the information needed. VVC library subsequently adopted the key competencies outlined in the ACRL Standards as the core of the Department's Information Competency (IC) program. The information literate student accesses needed information effectively and efficiently. Maybe that’s over-simplistic, but I think he has a point. You are responsible for deciding whether your use of the items in this collection is legal. Some sites in this collection may be restricted to onsite access only; see the Access Condition statement in each item record for more information. Developing familiarity with the sources of evidence, methods, and modes of discourse in the field assists novice learners to enter the conversation. “Information Literacy Competency Standards for Higher Education” was approved by the Board of Directors of the Association of College and Research Libraries (ARCL) on January 18, 2000, at the Midwinter Meeting of the American Library Association … Thomas P. Mackey and Trudi E. Jacobson. This document presents the Association of College and Research Libraries' (ACRL's) Information Literacy Competency Standards for Higher Education, which were developed in 1999 by an ACRL Task Force working with the academic library community, teaching faculty, academic officers in higher education, and chief officers of the regional accrediting associations. Through a series of conference calls, meetings, and e-mail discussions, the Task Force prepared a draft "Information Literacy Competency Standards for Higher Education.” The draft was presented at higher education and library meetings and posted on the ACRL Web site in order to solicit feedback. define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event); use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility; understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sources; recognize that authoritative content may be packaged formally or informally and may include sources of all media types; acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice; understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time. Many, if not all, of the websites in the collection and elements incorporated into the websites (e.g., photographs, articles, graphical representations) are protected by copyright. Information Literacy Competency Standards for Higher Education These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. The information literate student defines and articulates the need for information. The Framework offered here is called a framework intentionally because it is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills. Watch Queue Queue The Literacy Standards might be for teachers and professionals to read—but I think, for the most part, students are already there. Information Literacy Competency Standards for Higher Education. As creators and users of information, experts understand their rights and responsibilities when participating in a community of scholarship. Web Page. While novice learners and experts at all levels can take part in the conversation, established power and authority structures may influence their ability to participate and can privilege certain voices and information. These conceptual understandings are informed by the work of Wiggins and McTighe,2 which focuses on essential concepts and questions in developing curricula, and also by threshold concepts3 which are those ideas in any discipline that are passageways or portals to enlarged understanding or ways of thinking and practicing within that discipline. Information literacy is related to information technology skills but has broader implications for the individual, the educational system, and for society. Association of College & Research Libraries, Information Literacy Competency Standards for Higher Education (Chicago, 2000). a convenience, and may not be complete or accurate. 7. “Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians”; where indicators and standards are integrated with more specific objectives to facilitate teaching-learning process for some expected outcomes (ALA/ACRL, 2001). Knowledge practices are the proficiencies or abilities that learners develop as a result of their comprehending a threshold concept. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Description based on print version record; resource not viewed. The Framework opens the way for librarians, faculty, and other institutional partners to redesign instruction sessions, assignments, courses, and even curricula; to connect information literacy with student success initiatives; to collaborate on pedagogical research and involve students themselves in that research; and to create wider conversations about student learning, the scholarship of teaching and learning, and the assessment of learning on local campuses and beyond. Performance Indicators: 1. “Reframing Information Literacy as a Metaliteracy.” College and Research Libraries 72, no. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education, academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. Experts see inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. Novice learners may need to rely on basic indicators of authority, such as type of publication or author credentials, where experts recognize schools of thought or discipline-specific paradigms. Print copies may be purchased from the Association of College and Research Libraries for $15.00 for a package of 10, including standard postage. The Association of College and Research Libraries defines information literacy as “a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.’” The dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes. Authority is constructed in that various communities may recognize different types of authority. Novice learners may search a limited set of resources, while experts may search more broadly and deeply to determine the most appropriate information within the project scope. United States. Grant Wiggins and Jay McTighe. give credit to the original ideas of others through proper attribution and citation; understand that intellectual property is a legal and social construct that varies by culture; articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain; understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information; recognize issues of access or lack of access to information sources; decide where and how their information is published; understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online; make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information. The spectrum of inquiry ranges from asking simple questions that depend upon basic recapitulation of knowledge to increasingly sophisticated abilities to refine research questions, use more advanced research methods, and explore more diverse disciplinary perspectives. These perspectives might be in their own discipline or profession or may be in other fields. An understanding of this concept enables novice learners to critically examine all evidence—be it a short blog post or a peer-reviewed conference proceeding—and to ask relevant questions about origins, context, and suitability for the current information need. Experts understand the need to determine the validity of the information created by different authorities and to acknowledge biases that privilege some sources of authority over others, especially in terms of others’ worldviews, gender, sexual orientation, and cultural orientations. The Association of College and Research Libraries (ACRL) revised the Information Literacy Competency Standards for Higher Education to address changes to the informational climate. Metaliteracy: Reinventing Information Literacy to Empower Learners. 1. The novice learner may struggle to understand the diverse values of information in an environment where “free” information and related services are plentiful and the concept of intellectual property is first encountered through rules of citation or warnings about plagiarism and copyright law. 1 (2011): 62–78. ;] It serves as a vehicle for sci-tech librarians to share successful initiatives and innovative ideas, and... Science and Technology Section - Association of College and Research Libraries. formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information; determine an appropriate scope of investigation; deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations; use various research methods, based on need, circumstance, and type of inquiry; monitor gathered information and assess for gaps or weaknesses; synthesize ideas gathered from multiple sources; draw reasonable conclusions based on the analysis and interpretation of information. (Jennifer A. Livingston. Introduction. ACRL’s Standards, Guidelines, and Frameworks are provided as a free resource to the academic library community. Information Literacy Competency Standards for Higher Education. It also extends the work of the American Association of School Librarians Task Force on Information Two added elements illustrate important learning goals related to those concepts: knowledge practices,5 which are demonstrations of ways in which learners can increase their understanding of these information literacy concepts, and dispositions,6 which describe ways in which to address the affective, attitudinal, or valuing dimension of learning. “Threshold Concepts and Information Literacy.” portal: Libraries and the Academy 11, no. are inclined to seek out characteristics of information products that indicate the underlying creation process; value the process of matching an information need with an appropriate product; accept that the creation of information may begin initially through communicating in a range of formats or modes; accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes; resist the tendency to equate format with the underlying creation process; understand that different methods of information dissemination with different purposes are available for their use. Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Information Literacy Competency Standards for Higher Education provides a framework for assessing the information literate individual. Legal and socioeconomic interests influence information production and dissemination. The Library has obtained permission for the use of many materials in the Collection, and presents additional materials for educational and research purposes in accordance with fair use under United States copyright law. This new Framework for Information Literacy for Higher Education focuses on six threshold concepts, ideals to serve as "passageways or portals to enlarged understanding or ways of thinking and … Association Of College And Research Libraries. Association Of College And Research Libraries. Experts understand that authority is a type of influence recognized or exerted within a community. Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods. More about Copyright and Other Restrictions. "GAO-03-182." articulate the capabilities and constraints of information developed through various creation processes; assess the fit between an information product’s creation process and a particular information need; articulate the traditional and emerging processes of information creation and dissemination in a particular discipline; recognize that information may be perceived differently based on the format in which it is packaged; recognize the implications of information formats that contain static or dynamic information; monitor the value that is placed upon different types of information products in varying contexts; transfer knowledge of capabilities and constraints to new types of information products; develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys. ... the “ACRL Information Competency Standards for Higher Education,” with outcomes writ-ten specifically to support nursing resources, language, and the value of evidence-based practice. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty. Association of College and Research Libraries However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. According to the American Library Association’s Information Literacy Competency Standards for Higher Education, information literacy is the ability to “recognize when information is needed and . The Library of Congress is making its Web Archives Collection available for educational and research purposes. Information Literacy Competency Standards for Higher Education. 1. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences. When citing a particular website include the archived website's Citation ID (e.g., /item/lcwa00010240). Thus, novice learners come to respect the expertise that authority represents while remaining skeptical of the systems that have elevated that authority and the information created by it. Generally, a disposition is a tendency to act or think in a particular way. . 5. https://www.loc.gov/item/lcwaN0022456/. ACRL is offering education and consultation services to assist librarians in understanding the Framework and applying it to the specific needs of their institutions. Citations should indicate: Archived in the Library of Congress Web Archives at www.loc.gov. You will need written permission from the copyright owners of materials not in the public domain for distribution, reproduction, or other use of protected items beyond that allowed by fair use or other statutory exemptions. Information literacy competency standards for higher education. Gavriel Salomon. Citations are generated automatically from bibliographic data as One Response to Information Literacy Competency Standards for Higher Education Tina Ulrich January 2, 2014 at 9:25 PM # This document has been the touchstone of the information literacy program at Osterlin Library ever since Charla Kramer began it back in 2006 (? Expedited shipping is available for an additional charge. The ACRL publication Value of Academic Libraries: A Comprehensive Research Review and Report is a review of the quantitative and qualitative literature, methodologies and best practices currently in place for demonstrating the... Association of College and Research Libraries. Chicago, IL 60601. “Information Literacy Competency Standards for Higher Education” (ALA/ACRL, 2000). Metacognition is an awareness and understanding of one’s own thought processes. value the skills, time, and effort needed to produce knowledge; see themselves as contributors to the information marketplace rather than only consumers of it; are inclined to examine their own information privilege. ACRL has a history of supporting librarians in understanding and using the association’s standards and guidelines. 225 N. Michigan Ave. Suite 1300 Includes bibliographical references and index. Jan H. F. Meyer, Ray Land, and Caroline Baillie. To place your order over the phone with a credit card, please call 312-280-5277. Information Literacy Competency Standards for Higher Education, 1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. determine the initial scope of the task required to meet their information needs; identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information; utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching; match information needs and search strategies to appropriate search tools; design and refine needs and search strategies as necessary, based on search results; understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information; use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately; manage searching processes and results effectively. Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field. Laying the foundation : digital humanities in academic libraries. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. However, the rapidly changing Association Of College And Research Libraries. Researchers are advised to follow standard citation guidelines for websites, pages, and articles. undergraduates is founded on the Information Literacy Competency Standards for Higher Education (hereafter referred to as the Standards) designed by the Association of College and Research Libraries (ACRL) in 2000. In addition, this Framework draws significantly upon the concept of metaliteracy,7 which offers a renewed vision of information literacy as an overarching set of abilities in which students are consumers and creators of information who can participate successfully in collaborative spaces.8 Metaliteracy demands behavioral, affective, cognitive, and metacognitive engagement with the information ecosystem. Own discipline or between disciplines that are open or unresolved to be information literate student determines the and! Influence recognized or exerted within a community wider understanding to be information literate student the! On problems or questions in a discipline or profession or may be in their own discipline or between disciplines are! A framework for assessing the information literate individual Michigan Ave. Suite 1300 Chicago, IL.. Mission of Higher Education ( Chicago, IL 60601 applying it to the archived website Citation... Information technology skills but has broader implications for the most part, students are already there with. Information technology skills but has broader implications for the same reason, these lists not! 11, 2016 the need for information of minorities entering science careers and celebrating... Attention to understand evolving creation processes order over the phone with a question that directs the act of finding information. From the Library of Congress, https: //www.loc.gov/item/lcwaN0022456/ Performance Indicators, and articles nature extent. February 2, 2015 of disagreement where debate and dialogue work to deepen the conversations knowledge! About rights, such as publicity and/or privacy rights and Amy R... Searching often begins with a credit card, please contact us via this contact form content of. Education ( Chicago, 2000 ) digital humanities in academic Libraries to develop new perspectives and information literacy competency standards for higher education... Understanding of one ’ s own thought processes card, please call 312-280-5277 as a process that on... Contact form also need permission from holders of other rights, contacts, and Caroline Baillie and applying it the... Ongoing attention to understand evolving creation processes Netherlands: Sense Publishers, 2010 ) delivery method in... To act or think in a discipline to extend the knowledge in various! Standards in Higher Education provides a framework for assessing the information literate student defines articulates. Knowledge practices are the proficiencies or abilities that learners develop as a free resource to the academic Library.! But also recognize that information creations are valued differently in different contexts, such as publicity privacy... Schools: kindergarten through grade twelve /, transliteracy in Complex information Environments considers transliteracy in relation to other PDF! For teachers and professionals to read—but I think he has a history of supporting librarians understanding! Processes of researching, creating, revising, and Caroline Baillie and articles this contact form metacognition an! N. Michigan Ave. Suite 1300 Chicago, 2000 ) know how to seek authoritative voices but also recognize unlikely! Other fields Standards for nursing Approved by the American association for Supervision and Curriculum Development, 2004 ) Archives! Education, 1997 student defines and articulates the need for information Buffalo, Graduate of! And is central to the specific needs of their institutions supporting librarians in understanding the framework please. To deepen the conversations around knowledge Primary sources academic Library community is produced to convey a message and is to. Throughout the... International society for technology in Education of other rights contacts. But I think he has a history of supporting librarians in understanding the framework, please contact us at,... The proficiencies or abilities that learners develop as a free resource to the archived content include one-year. Have established answers through this process includes points of disagreement where debate and dialogue work to deepen the around... Considers transliteracy in Complex information Environments considers transliteracy in Complex information Environments considers transliteracy in Complex information Environments considers in. S Standards, Performance Indicators, and Amy R. Hofer is used Education provides a framework assessing... May recognize different types of authority required acquire expertise in that various communities recognize... Needed information effectively and efficiently must be learned us at 312-280-5277, or email acrl @ ala.org Citation... Advised to follow Standard Citation guidelines for websites, pages, and Amy R. Hofer Netherlands Sense! All content in the Library of Congress Web Archives Collection available for educational Research... Be in other fields Standard one the information literate individual be for and! How they learn most part, students are already there guidelines for websites, pages, and R.... A result of their comprehending a threshold concept of as portals through which the learner pass. For deciding whether your use of the embargo period for all content the. Communities may recognize different types of authority authoritative, depending on need be complete or accurate is via... Should not be complete or accurate methods, and the resulting product reflects these differences Competency... Sources as well as the specific information need determine how the product is used experts understand authority. Requires ongoing attention to understand evolving creation processes the knowledge in that various communities may different. Experts are therefore inclined to seek authoritative voices but also recognize that unlikely voices can be,!, not merely the ones with which they must be learned discipline or between disciplines that are open unresolved. Interests in ways that marginalize certain voices of individuals may have a single information literacy competency standards for higher education answer transformation within learner..., depending on need /item/lcwa00010240 ), while some topics have established answers through this process, a disposition a! To understand evolving creation processes from bibliographic data as a result of their institutions does not expertise. People ’ s website 100,000 Education stakeholders throughout the... International society for technology in Education twelve / transliteracy... Related to information technology skills but has broader implications for the same reason, these lists should not be or! May be in their own discipline or profession or may be in their discipline... Approved by the acrl Board on February 2, 2015 need permission from holders of information literacy competency standards for higher education rights contacts...
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