Information Literacy Standards, Performance Indicators, and Outcomes
Standard One
Standard One: The information literate student determines the nature and extent of the information needed.
Four Performance Indicators:
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The information literate student defines and articulates the need for information.
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The information literate student identifies a variety of types and formats of potential sources for information.
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The information literate student considers the costs and benefits of acquiring the needed information.
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The information literate student re-evaluates the nature and extent of the information need.
Sample Outcomes
Standard Two
Standard Two: The information literate student determines the nature and extent of the information needed.
Five Performance Indicators:
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The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
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The information literate student constructs and implements effectively-designed search strategies appropriate to the information retrieval system.
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The information literate student retrieves information online or in person using a variety of methods.
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The information literate student refines the search strategy if necessary.
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The information literate student extracts, records, and manages the information and its sources.
Sample Outcomes
Standard Three
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.
Seven Performance Indicators:
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The information literate student summarizes the main ideas to be extracted from the information gathered.
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The information literate student articulates and applies initial criteria for evaluating both the information and its sources.
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The information literate student synthesizes main ideas to construct new concepts.
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The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
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The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
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The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
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The information literate student determines whether the initial query should be revised.
Sample Outcomes
Standard Four
Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
Three Performance Indicators:
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The information literate student applies new and prior information to the planning and creation of a particular product or performance.
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The information literate student revises the development process for the product or performance.
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The information literate student communicates the product or performance effectively to others.
Sample Outcomes
Standard Five
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.
Three Performance Indicators:
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The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
Sample Outcomes -
The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
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The information literate student acknowledges the use of information sources in communicating the product or performance.
Sample Outcomes