InformationLiteracy

Standard One

ACRL Standards & Performance Indicators /

Learning Outcomes Addressed

Leve

l III

Intermediate

Standard One is the

foundation

on which the other

Standards will build.

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The student must be able to

identify these questions:

What is it you want to know?

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The student must be able to

identify these questions:

What is it you want to know?

What kind of information

do you need?

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ndard

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The student must be able to

identify these questions:

What is it you want to know?

What kind of information

do you need?

How much information do you

need?

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This standard is divided into

4 performance indicators.

The basic concepts of these

performance indicators are:

Define and Articulate

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1. The information literate

student defines and

articulates the need for

information.

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ndard

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Use background sources

relevant to specific disciplines

Consult with course instructor

and/or librarian to identify and

focus a research topic

Identify key concepts that

describe the information need

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2. The information literate

student identifies a variety

of types and formats of

potential sources for

information.

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Describe the difference

between the general and

the subject-specific

information sources

Distinguish the

characteristics of resources

for different audiences

(current vs. historical;

popular vs. scholarly)

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Explore subject-specific

information resources

Identify characteristics of

primary and secondary

sources

Explore raw data from

original research and

surveys

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3. The information literate

student considers the costs

and benefits of acquiring

the needed information.

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Demonstrate a general

knowledge to broaden the

information seeking

process beyond the local

resources in the library.

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4. The information literate

student reevaluates the

nature and extent of the

information need.

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Revise the scope of the

topic based on the amount

of information found.

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The 4 Performance

Indicator Outcomes

ACRL Outcome 1.D

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Outcome Example:

Your students are having

trouble defining their

research topic. This is

where the ACRL outcomes

become important.

ACRL Outcome 1.D

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Define or modify the

information need to achieve

a manageable focus.

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Outcome 1.D asks the student to:

Identify an initial question

that might be too broad or

narrow, as well as one that

is probably manageable.

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Outcome 1.D asks the student to:

Explain his/her reasoning

regarding the

manageability of a topic

with reference to available

information sources.

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Outcome 1.D asks the student to:

Narrow a broad topic and

broaden a narrow topic by

modifying the scope or

direction of the question.

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Outcome 1.D asks the student to:

Demonstrate an

understanding of how the

desired end product (i.e., the

required depth of

investigation and analysis)

will play a role in determining

the need for information.

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Outcome 1.D asks the student to:

Use background

information sources

effectively to gain an initial

understanding of the topic.

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Outcome 1.D asks the student to:

Consult with the course

instructor and librarians to

develop a manageable

focus for the topic.

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Outcome 1.D asks the student to:

Bibliography

"Information Literacy Resources | Association of College and Research Libraries (ACRL)." ALA | Home - American Library Association. http://www.ala.org/acrl/issues/infolit

"Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians | Association of College and Research Libraries (ACRL)." ALA | Home - American Library Association. http://www.ala.org/acrl/standards/objectivesinformation.

"Standard One | Association of College and Research Libraries (ACRL)." ALA | Home - American Library Association. http://www.ala.org/acrl/issues/infolit/standards/stnd1.

"The Standards: Step-by-Step | Association of College and Research Libraries (ACRL)." ALA | Home - American Library Association. http://www.ala.org/acrl/issues/infolit/standards/steps.

Compiled by: Denise Watts, MLS – Baptist College of Florida

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