The Literacy Standards might be for teachers and professionals to read—but I think, for the most part, students are already there. 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. Jan H. F. Meyer, Ray Land, and Caroline Baillie. Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods. Issues in Science and Technology Librarianship publishes substantive content of interest to science and technology librarians. These six frames are presented alphabetically and do not suggest a particular sequence in which they must be learned. 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. You are responsible for deciding whether your use of the items in this collection is legal. Encompassing inquiry, discovery, and serendipity, searching identifies both possible relevant sources as well as the means to access those sources. Outcomes Include: a. 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. 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. 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. ACRL's Information Literacy Competency Standards for Higher Education (hereafter referred to as the Standards) were published in 2000 and have had wide acceptance by librarians in colleges and universities in the United States and Canada and beyond.Many librarians base their information literacy (IL) instruction programs and assessment instruments on the Standards. 8. Consequently, the "Information Literacy Competency Standards for Higher Education" was approved by the Board of Directors of the Association of College and … Thomas P. Mackey and Trudi E. Jacobson. When citing a particular website include the archived website's Citation ID (e.g., /item/lcwa00010240). An Information Literacy Standards Implementation Task Force will be charged to promote the use of the standards in higher education. United States, 2008. Adopted by the ACRL Board, January 11, 2016. (Rotterdam, Netherlands: Sense Publishers, 2010). 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. Experts understand that, while some topics have established answers through this process, a query may not have a single uncontested answer. 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. 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. It enables the conversation to move forward and strengthens one’s voice in the conversation. Because this Framework envisions information literacy as extending the arc of learning throughout students’ academic careers and as converging with other academic and social learning goals, an expanded definition of information literacy is offered here to emphasize dynamism, flexibility, individual growth, and community learning: Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning. Experts also understand that the individual is responsible for making deliberate and informed choices about when to comply with and when to contest current legal and socioeconomic practices concerning the value of information. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. Information literacy is a key component of lifelong learning and is central to the mission of higher education. 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. “Reframing Information Literacy as a Metaliteracy.” College and Research Libraries 72, no. Model school library standards for California public schools : kindergarten through grade twelve /, Transliteracy in complex information environments. 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. Legal and socioeconomic interests influence information production and dissemination. ACRL Information Literacy Competency Standards for Higher Education JavaScript disabled or chat unavailable. “Editors’ Preface.” In Threshold Concepts and Transformational Learning, edited by Jan H. F. Meyer, Ray Land, and Caroline Baillie, ix–xlii. To place your order over the phone with a credit card, please call 312-280-5277. 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. (Jennifer A. Livingston. This process of inquiry extends beyond the academic world to the community at large, and the process of inquiry may focus upon personal, professional, or societal needs. Association of College and Research Libraries Generally, a disposition is a tendency to act or think in a particular way. 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. 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