Information Literacy: Home

Authority

Communities of learning - i.e. disciplines - recognize their own authoritative information sources. The authority of a particular source may depend on the context of the learner’s information need.

Learner selects and properly cites relevant sources. Source choices exhibit learner’s appreciation of context.

Most sources are relevant and correctly cited.

Information choices lack critical appraisal regarding source authority and/or credibility.

Creation

Learners are mindful of diverse methods of information creation and distribution; they apply this insight when incorporating various types of content in their own works.

Learner is aware of various content types/formats and integrates source materials purposefully and appropriately into their work.

Learner can discern and use basic categories of content, e.g. peer-reviewed vs. popular.

Learner uses limited types of content; fails to distinguish personal diatribes from published articles, etc.

Value

Dimensions of the value of information include its role as a vehicle of education, as a commodity, as a tool to exert influence, and as a means of negotiating and understanding the world.

The learner recognizes the mechanics, legalities, and ethical issues surrounding plagiarism and citation practice.

Most information is adequately referenced and correctly cited.

Learner disregards the mechanics, legalities, and ethical issues surrounding plagiarism and citation practice.

Conversation

Scholarly and professional discourse over time yields a variety of perspectives. One way in which scholars use information is to communicate or “converse” with their peers by citing each other’s work.

The learner appreciates the value of consensus, yet also realizes that there may be many aspects to a given issue and understands that perspectives often change over time.

Comprehends the basic relationship between bibliographical references and the citing work.

Does not understand or accept that there may be more than one “right answer” and/or that bodies of knowledge evolve over time.

Exploration

Persistence, curiosity, and flexibility are necessary in acquiring both the ability to explore a range of resources as well as the willingness to pursue fresh avenues of inquiry as new understanding of a topic unfolds.

The learner considers many approaches when seeking information, including consulting with a librarian!

The learner follows a well-defined research path within prescribed resources.

Search process and source selection perfunctory. Limited awareness of resources beyond internet. Lackluster use of web.