7. Instead of seeking discrete answers to complex problems, experts understand that a given issue may be characterized by several competing perspectives as part of an ongoing conversation in which information users and creators come together and negotiate meaning. However, value may also be leveraged by individuals and organizations to effect change and for civic, economic, social, or personal gains. Information Literacy Competency Standards for Higher Education provides a framework for assessing the information literate individual. 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. Association Of College And Research Libraries. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. Model school library standards for California public schools : kindergarten through grade twelve /, Transliteracy in complex information environments. 6. 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. 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. [Association of College and Research Libraries. Association of College and Research Libraries This Framework depends on these core ideas of metaliteracy, with special focus on metacognition,9 or critical self-reflection, as crucial to becoming more self-directed in that rapidly changing ecosystem. Experts understand that value may be wielded by powerful interests in ways that marginalize certain voices. 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. Encompassing inquiry, discovery, and serendipity, searching identifies both possible relevant sources as well as the means to access those sources. It is contextual in that the information need may help to determine the level of authority required.Experts understand that authority is a type of influence recognized or exerted within a community. My friend read this article with me, and at the end of his reading, summed it up by saying: “Oh, now Google-fu has a name.”. http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm.). The Information Literacy Competency Standards for Higher Education (originally approved in 2000) were rescinded by the ACRL Board of Directors on June 25, 2016, at the 2016 ALA Annual Conference in Orlando, Florida, which means they are no longer in force. develop and maintain an open mind when encountering varied and sometimes conflicting perspectives; motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways; develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview; question traditional notions of granting authority and recognize the value of diverse ideas and worldviews; are conscious that maintaining these attitudes and actions requires frequent self-evaluation. 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. Mastery of the information literacy skills addressed by the Standards, such as the ability to recognize an information need and Information literacy is a key component of lifelong learning and is central to the mission of higher education. 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. https://www.loc.gov/item/lcwaN0022456/. In 2000, the Association of College and Research Libraries (ACRL), a division of the American Library Association (ALA), released "Information Literacy Competency Standards for Higher Education", describing five standards and numerous performance indicators considered best practices for the implementation and assessment of postsecondary information literacy programs.
information literacy competency standards for higher education