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 … Authority is constructed in that various communities may recognize different types of authority. To place your order over the phone with a credit card, please call 312-280-5277. 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. The Library of Congress would like to hear from any copyright owners who are not properly identified on this website so that we may make the necessary corrections. ISTE serves more than 100,000 education stakeholders throughout the... International Society for Technology in Education. Information Literacy Competency Standards for Higher Education. Association of College and Research Libraries Elements that affect or reflect on the creation, such as a pre- or post-publication editing or reviewing process, may be indicators of quality. 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.’” College information literacy efforts benchmarks. It also extends the work of the American Association of School Librarians Task Force on Information It also extends the work done by the American Association of School Librarians Task Force on Information Literacy Standards, thereby providing higher education an opportunity to articulate its information Information literacy is a key component of lifelong learning and is central to the mission of higher education. ACRL Information Literacy Competency Standards Review Task Force, and Craig Gibson and Trudi Jacobson who are currently co-chairs of the ACRL Information Literacy Standards Revision Task Force. More specifically, a disposition is a cluster of preferences, attitudes, and intentions, as well as a set of capabilities that allow the preferences to become realized in a particular way. See the. 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. Following in January 2000, the Association of College and Research Libraries (ACRL) published Information Literacy Competency Standards for Higher Education. 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. As creators and users of information, experts understand their rights and responsibilities when participating in a community of scholarship. a convenience, and may not be complete or accurate. 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. “Threshold Concepts and Information Literacy.” portal: Libraries and the Academy 11, no. 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. Threshold concepts can be thought of as portals through which the learner must pass in order to develop new perspectives and wider understanding. Web Page. Limitations affecting access to the archived content include a one-year embargo period for all content in the archive. Web Page. Information Literacy Competency Standards for Higher Education. Novice learners begin to recognize the significance of the creation process, leading them to increasingly sophisticated choices when matching information products with their information needs. ). Includes recommended baseline staffing, access, and resources for school library services... "Transliteracy is a relatively new concept attracting a great deal of interest in the library and information field, particularly among practitioners. For guidance about compiling full citations consult Citing Primary Sources. Citations are generated automatically from bibliographic data as 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. In addition, if you are a copyright owner or otherwise have exclusive control over materials presently available through this collection and do not wish your materials to be available through this website, please let us know. Watch Queue Queue 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 . Metaliteracy: Reinventing Information Literacy to Empower Learners. Learners who are developing their information literate abilities. 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. The Association of College and Research Libraries (ACRL) revised the Information Literacy Competency Standards for Higher Education to address changes to the informational climate. 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. Legal and socioeconomic interests influence information production and dissemination. This Framework draws upon an ongoing Delphi Study that has identified several threshold concepts in information literacy,4 but the Framework has been molded using fresh ideas and emphases for the threshold concepts. Consequently, the "Information Literacy Competency Standards for Higher Education" was approved by the Board of Directors of the Association of College and … . Research in scholarly and professional fields is a discursive practice in which ideas are formulated, debated, and weighed against one another over extended periods of time. Watch Queue Queue. cite the contributing work of others in their own information production; contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session; identify barriers to entering scholarly conversation via various venues; critically evaluate contributions made by others in participatory information environments; identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge; summarize the changes in scholarly perspective over time on a particular topic within a specific discipline; recognize that a given scholarly work may not represent the only or even the majority perspective on the issue. 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). Chicago, IL 60601. More about Copyright and Other Restrictions. Experts understand that, while some topics have established answers through this process, a query may not have a single uncontested answer. 225 N. Michigan Ave. Suite 1300 “Information Literacy Competency Standards for Higher Education” (ALA/ACRL, 2000). Performance Indicators: 1. New forms of scholarly and research conversations provide more avenues in which a wide variety of individuals may have a voice in the conversation. 3. Experts realize that information searching is a contextualized, complex experience that affects, and is affected by, the cognitive, affective, and social dimensions of the searcher. Information literacy competency standards for higher education. 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. 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.”. 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. 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. 1. 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. 7. Model school library standards for California public schools : kindergarten through grade twelve /, Transliteracy in complex information environments. Understanding by Design. Get this from a library! 5. "GAO-03-182." For more information visit the Web Archiving Program | For Researchers page. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. CONCEPT IL refers to a set of abilities requiring individuals to "recognise when information is needed and have the ability to locate, evaluate and use effectively the needed information… https://www.loc.gov/item/lcwaN0022456/. Generally, a disposition is a tendency to act or think in a particular way. “Reframing Information Literacy as a Metaliteracy.” College and Research Libraries 72, no. 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. The Literacy Standards might be for teachers and professionals to read—but I think, for the most part, students are already there. Description based on print version record; resource not viewed. 6. Includes bibliographical references and index. The Information Literacy Competency Standards for Higher Education (originally approved in January 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. 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. 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. “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). For the same reason, these lists should not be considered exhaustive. Jan H. F. Meyer, Ray Land, and Caroline Baillie. 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. 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. Includes bibliographical references. http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm.). consider research as open-ended exploration and engagement with information; appreciate that a question may appear to be simple but still disruptive and important to research; value intellectual curiosity in developing questions and learning new investigative methods; maintain an open mind and a critical stance; value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process; seek multiple perspectives during information gathering and assessment; follow ethical and legal guidelines in gathering and using information; demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations). When citing a particular website include the archived website's Citation ID (e.g., /item/lcwa00010240). These perspectives might be in their own discipline or profession or may be in other fields. Researchers are reminded that many of the materials in this web archive are copyrighted and that citations must credit the authors/creators and publishers of the works. 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 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. 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. Such concepts produce transformation within the learner; without them, the learner does not acquire expertise in that field of knowledge. Experts see inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. The International Society for Technology in Education (ISTE) is a nonprofit organization that serves educators interested in better use of technology in education. Some content may be under embargo. Information Literacy Competency Standards for Higher Education The Association of College and Research Libraries A division of the American Library Association , 2016 and users of information, experts understand their rights and responsibilities when participating in a sequence! Place your order over the phone with a question that directs the act of searching begins... A message and is central to the academic Library community other rights, as... Strengthens one ’ s Standards and guidelines contextual in that the Library professionals to read—but I think, the! May not have a single uncontested answer more information visit the Web Program. 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