Fletcher Library at the West Campus
Information Competencies
Information or library literacy centers on three broad abilities:
- The ability to access information
- The ability to evaluate information
- The ability to synthesize and integrate information
Once these are mastered, the potential for lifelong learning is in place.
The student who is information literate is able to:
1. Explain the characteristics of information search processes.
2. Identify and articulate an information need.
3. Conduct an information needs analysis.
4. Formulate and execute effective search strategies appropriate to the topic chosen.
5. Locate and retrieve relevant sources using library and other information systems.
6. Analyze and evaluate information.
7. Organize, synthesize, integrate and apply information.
8. Understand the structure of information within disciplines and the process by which both scholarly and popular information is produced, organized and disseminated.
9. Understand public policy and the ethical issues affecting the access and use of information.
10. Develop attitudinal objectives that lead to an appreciation of lifelong learning.
1.
Explain the characteristics of information search processes.
1.1 Understand that information searching consists of evolving, non-linear processes that include making multiple decisions and choices.
1.2 Recognize that topic focus and formulation is evolutionary and changes during the course of investigation
1.3 Recognize that different stages of the process require or elicit different modes of thought and attitudinal approaches (early ? invitational mood; latter ? indicative mood).
1.4 Assess effectiveness of each step of the process and adjust the search process to make it more effective.
1.5 Understand that many of the components of an information seeking process are transferable and, therefore, are applicable to a variety of information needs.
2.
Identify and articulate an information need.
2.1 Recognize a specific information need.
2.2 Recognize that being open to new ideas and receptive to change and adjustment is needed at the beginning of a
research process.
2.3 Explore general topics and define a narrower focus.
2.4 Understand that the type and amount of information selected is determined in part by the parameters of the need, as well as by the information available.
2.5 Recognize that accurate and comprehensive information is the basis for intelligent decision making.
3.
Conduct an information needs analysis.
3.1 Match the type of information sources needed with the appropriate library or other information collections or experts.
3.2 Select types of information resources appropriate to a specific information need (e.g., primary or secondary, books or periodicals, print, electronic or media, library or Internet, scholarly or popular).
4.
Formulate and execute effective search strategies appropriate to the topic chosen.
4.1 Know the basic organization, features and capabilities of print indexes and reference resources and be able to transfer that knowledge across indexes and resources.
4.2 Know the basic organization, features and capabilities of electronic indexes and databases and be able to transfer that knowledge across databases and indexes.
4.3 Use search language appropriate to the source, such as a controlled vocabulary, key words, natural language, author and title searches to locate relevant items in print and electronic resources.
4.4 Use online search techniques and tools (such as Boolean operators and symbols, limiting capabilities, and truncation) to locate relevant citations and information to further refine, expand or narrow a search as needed.
5. Locate and retrieve relevant sources using library and other information systems.
5.1 Recognize the components of a citation and differentiate between types of resources cited, such as a book, periodical, or government document, as well as the format (e.g., electronic or print).
5.2 Understand the organization of materials in libraries and know how to use locally produced location guides.
5.3 Understand how to use library classification systems.
5.4 Use location information in the bibliographic record to retrieve locally owned resources.
5.5 Use locally owned resources to locate information sources in the global information environment.
5.6 Understand that libraries have developed methods for locating and sharing resources not owned locally and use the appropriate resource sharing system, such as interlibrary loan or document delivery, to retrieve information.
6.
Analyze and evaluate information.
6.1 Use a variety of criteria, (e.g., author's credentials, peer review, or reputation of the publisher) to assess the authority of the source.
6.2 Be able to distinguish facts, points of view (perspectives), and opinion within a source.
6.3 Apply content knowledge and logic to determine the accuracy of a source.
6.4 Assess the relevancy of a source to an information need by examining publication date, purpose, the intended audience, an abstract and the sources content.
6.5 Recognize and evaluate the research methodology or data collection technique.
6.6 Distinguish between primary and secondary sources in different disciplines and evaluate their appropriateness to the information need.
7.
Organize, synthesize, integrate and apply information.
7.1 Use the appropriate documentation style to cite sources used.
7.2 Summarize the information retrieved (e.g., write an abstract or construct an outline).
7.3 Make inferences, connections, and draw conclusions
7.4 Recognize and accept the ambiguity of multiple points of view.
7.5 Organize the information in a logical and useful manner.
7.6 Synthesize the ideas and concepts from the information sources collected.
7.7 Identify information that is lacking to support a chosen topic or thesis.
7.8 Integrate information discovered into one's personal existing body of knowledge.
7.9 Create a logical argument based on the information retrieved.
8.
Understand the structure of information within disciplines and the process by
which both scholarly and popular information is produced, organized and
disseminated.
8.1 Understand that information structure, e.g., how information is produced, organized, and disseminated, may vary from discipline to discipline.
8.2 Understand that the value of a particular type of information resource (e.g., book, article, conference proceeding, Internet resource) may vary from discipline to discipline.
8.3 Understand that modes of information dissemination in a particular discipline can change and may require a modified approach to information gathering.
9.
Understand public policy and the ethical issues affecting the access and use
of information.
9.1 Understand the ethics of information use. Know how and when to give credit to information and ideas gleaned from others by appropriately citing sources.
9.2 Acknowledge intellectual property rights by respecting copyright and "fair use" guidelines for all types of material including print, media and the Internet.
9.3 Understand concepts and issues relating to censorship and intellectual freedom.
9.4 Understand the social/political/economic issues affecting information, such as:
a) privacy
b) privatization and access to government information
c) electronic access to information
d) the exponential growth of information
e) equal access to information
f) costs associated with the production, acquisition, storage and delivery of information.
10.
Develop attitudinal objectives that lead to an appreciation of lifelong learning.
10.1 Understand that information seeking requires time, flexibility, diligence and practice, and that skills are learned over time.
10.2 Increase self-confidence with practice and experience in information seeking and know that careful and attentive scrutiny of information tools is essential to success.
10.3 Appreciate that information literacy requires ongoing involvement with learning and information technologies so that independent lifelong learning is possible.
Approved by Academic Program Support Council 2/99
Adapted from:
Information Literacy Competencies and Criteria for Academic Libraries in
Wisconsin, Fall 1998
Fletcher Library, Information Competencies for Students
SUNY Council of Library Directors, Information Literacy Initiative: Final
Report, September 30, 1997
http://www.sunyconnect.suny.edu/ili/final.htm
