Information Literacy Competency Standards for Higher Education The Association of College and Research Libraries A division of the American Library Association 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. 4. United States, 2008. 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… The dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes. 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. Experts are therefore inclined to seek out many perspectives, not merely the ones with which they are familiar. recognize they are often entering into an ongoing scholarly conversation and not a finished conversation; seek out conversations taking place in their research area; see themselves as contributors to scholarship rather than only consumers of it; recognize that scholarly conversations take place in various venues; suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood; understand the responsibility that comes with entering the conversation through participatory channels; value user-generated content and evaluate contributions made by others; recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage. Through a series of conference calls, meetings, and e-mail discussions, the Task Force prepared a draft "Information Literacy Competency Standards for Higher Education.” The draft was presented at higher education and library meetings and posted on the ACRL Web site in order to solicit feedback. Experts understand that, while some topics have established answers through this process, a query may not have a single uncontested answer. Information in any format is produced to convey a message and is shared via a selected delivery method. Jan H. F. Meyer, Ray Land, and Caroline Baillie. Knowledge practices are the proficiencies or abilities that learners develop as a result of their comprehending a threshold concept. The Framework opens the way for librarians, faculty, and other institutional partners to redesign instruction sessions, assignments, courses, and even curricula; to connect information literacy with student success initiatives; to collaborate on pedagogical research and involve students themselves in that research; and to create wider conversations about student learning, the scholarship of teaching and learning, and the assessment of learning on local campuses and beyond. Authority is constructed in that various communities may recognize different types of authority. Standards, Performance Indicators, and Outcomes Standard One The information literate student determines the nature and extent of the information needed. This video is unavailable. https://www.loc.gov/item/lcwaN0022456/. “Threshold Concepts and Information Literacy.” portal: Libraries and the Academy 11, no. Includes bibliographical references and index. 1 (2011): 62–78. 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. 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. Threshold concepts can be thought of as portals through which the learner must pass in order to develop new perspectives and wider understanding. Keywords: Information literacy, information literacy standards, higher education. Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations. [Web Page] Retrieved from the Library of Congress, https://www.loc.gov/item/lcwaN0022456/. Get this from a library! undergraduates is founded on the Information Literacy Competency Standards for Higher Education (hereafter referred to as the Standards) designed by the Association of College and Research Libraries (ACRL) in 2000. Content outside of the embargo period is updated and made available regularly. 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. formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information; determine an appropriate scope of investigation; deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations; use various research methods, based on need, circumstance, and type of inquiry; monitor gathered information and assess for gaps or weaknesses; synthesize ideas gathered from multiple sources; draw reasonable conclusions based on the analysis and interpretation of information. 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. Generally, a disposition is a tendency to act or think in a particular way. The value of information is manifested in various contexts, including publishing practices, access to information, the commodification of personal information, and intellectual property laws.