Information Literacy
Standards
Science & Engineering/Technology
Point Park University Library
What is Information Literacy
A person’s ability to find, evaluate and use
information effectively from a variety of formats.
Importance of Information Literacy
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As academics we believe in education and the
research process.
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We want our students to succeed now and in
their future careers [life long learning].
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Accreditation agencies ask for proof that
students meet the standards.
The Standards
Standard One: determines the nature & extent of the information needed. [4
performance indicators, 26 outcomes.]
Standard Two: accesses needed information effectively & efficiently. [5
performance indicators, 23 outcomes.]
Standard Three: evaluates critically information and its sources, decides
whether to modify initial query, seek additional sources or develop new
research process [7 performance indicators, 29 outcomes.]
Standard Four: understands information & its technologies’ economic,
ethical, legal and social issues, uses information effectively, individually or
collectively, to accomplish a specific purpose. [6 performance indicators,
18 outcomes.]
Standard Five: understands information literacy is an ongoing process &
lifelong learning important component; recognizes need to keep current
with new developments in field. [2 performance indicators, 9 outcomes.]
Standard One
The student determines the nature & extent
of the information needed.
Standard 1.1
Performance indicator : Defines and articulates the need for information.
Outcomes:
1.a. Identifies/paraphrases research topic/information need resulting from
assigned lab exercise/project. Instructor & course driven.
1.b. Consults instructor for appropriateness of topic/project/lab exercise.
Instructor & course driven.
1.c. Develops hypothesis/thesis statement & formulates questions.
Instructor/library input.
1.d. Explores general information sources to increase familiarity with topic.
Instructor/ library input.
1.e. Zeroes in on key concepts/terms. Instructor/library input.
1.f. Identifies key concepts & terms describing information need.
Instructor/library input.
Standard 1.2
Performance Indicator: Identifies a variety of information types, formats and sources.
Outcomes:
1.2.a. Recognizes purpose & audience of resources [popular/ scholarly, current/historical,
primary/secondary/tertiary] [[print & electronic formats].
1.2.b Considers experts/other researchers as information resources [networking, scholarly journals,
databases with a subject focus].
1.2.c. Identifies value & differences of multi-formats for information [media/
print/electronic/patent/GIS/graph/map/3-D technology].
1.2.d. Realizes information may have to be constructed from primary source data or by
experimentation.
1.2.e. Recognizes variety of information/data be proprietary, limited access or free online.
1.2.f. Recognizes information may require specific data management expertise & understanding of
producing organizations aids information identification.
Instructor/library input.
Standard 1.3
Performance Indicator: Has a working knowledge of the field literature.
Outcomes:
1.3.a. Knows how scientific/technical/related information is formally & informally
produced, organized & disseminated.
1.3.b. Recognizes primary, secondary & tertiary sources vary in importance & use with
each discipline.
1.3.c. Aware of field’s professional associations & literature.
1.3.d. Knows of field specific sources [manuals, handbooks, patents, standards,
material/equipment specs, current rules & regs, etc.]
1.3.e. Recognizes relevance of disciplinary & multidisciplinary information.
1.3.f. Recognizes value of archival information, how use & importance vary with each
discipline & importance of information preservation.
Instructor/library input.
Standard 1.4
Performance Indicator: Considers the costs & benefits of acquiring needed
information.
Outcomes:
1.4.a. Determines information available locally & makes decisions about using ILL, uses
other locations, consults colleagues, independent information brokers, experts &
consultants.
Instructor/library input.
1.4.b. Recognizes possible tradeoff between information value & time & cost to obtain
information.
1.4.c. Formulates realistic plan & timeline for getting information. Library input.
Instructors ask for progress reports.
1.4.d. Recognizes importance of variety of information research areas to gain
competitive advantage, track new products, improve processes, monitor competitors
& marketing strategies—consult experts/consultants, research licensing opportunities,
patent & intellectual property research. Instructor/library input.
1.4.e. Recognizes information may be in foreign language & require translation.
Standard TWO
The student accesses needed information
effectively and efficiently.
Standard 2.1
Performance indicator: Selects most appropriate investigative methods/
information retrieval systems for accessing needed information.
Outcomes:
2.1.a. Identifies how research should be carried out [lab work, simulation,
fieldwork, literature search].
Instructor/group input.
2.1.c. Investigates scope, content & organization of information retrieval systems.
Instructor/Library input.
2.1.d. Selects efficient & effective approaches for accessing needed information
from research method or information retrieval systems.
Instructor/Library input.
Standard 2.2
Performance Indicator: Constructs & implements effectively-designed search
strategies.
Outcomes:
2.2.a. Develops research plan appropriate to research method.
2.2.b. Identifies keywords, synonyms, controlled vocabulary specific to
discipline/information source.
2.2.c. Uses other search term input methods, e.g. structure & image searching,
discipline or information retrieval system specific.
2..2.d. Constructs search strategy appropriate for information source [using and/or/not,
truncation, proximity, book indices, etc.]
2.2.e. Implements search strategy in various systems with different interfaces/search
engines/search protocol & recognizes similar cross-system features, e.g. e-mail
alerts, save search options, etc.
2.2.f. Follows citations & cited references to identify additional pertinent resources.
Instructor/library input.
Standard 2.3
Performance Indicator: Retrieves information using variety of methods.
Outcomes:
2.3.a. Uses various relevant search systems to retrieve information in variety
of formats.
2.3.b. Uses various classification schemes & other systems [call numbers/
indices] to find library resources or other sites for physical exploration [is it
a book, article, etc.?].
2.3.c. Uses specialized online/in person services to retrieve information [ILL,
document delivery, community resources, experts, etc.]
2.3.d. Uses surveys, letters, interviews, experiments, other inquiry methods to
retrieve information or data.
Instructor/library input.
Standard 2.4
Performance Indicator: Refines the search strategy if necessary.
Outcomes:
2.4.a. Assesses quantity, quality & relevance of search results to see if
further research needs to be carried out.
2.4.b. Identifies gaps in retrieved information to see if research
strategy should be revised.
2.4.c. Repeats search with revised strategy if necessary.
Instructor & library input.
Standard 2.5
Performance Indicator: Extracts, records, transfers and manages information
& its sources.
Outcomes:
2.5.a. Selects most appropriate technology for collecting information, e.g.
copy/paste, photocopier, scanner, media equipment, exploratory
instruments, note taking, information export [bibliographic management ,
text conversion & spreadsheet software].
2.5.b. Creates information organization system, including lab experiments
results, fieldwork, etc.
2.5.c. Differentiates between source type [journal/book/website, etc.] &
understands citation requirements.
2.5.d. Records all citation information for future reference.
Instructor/library input.
Standard Three
The student evaluates critically
information and its sources, decides
whether to modify initial query, seek
additional sources or develop new
research process.
Standard 3.1
Performance Indicator: Summarizes main ideas to be extracted from
information.
Outcomes:
3.1.a. Applies understanding of science paper structure, uses sections
[abstract/conclusion] to summarize main ideas.
3.1.b. Selects main ideas from text.
3.1.c. Quotes verbatim material appropriately.
Instructor/library input on plagiarism issues.
Standard 3.2
Performance Indicator: Articulates & applies initial criteria for evaluating both the
information & its sources.
Outcomes:
3.2.a. Distinguishes between primary, secondary & tertiary sources & recognizes how
scientific information cycle relates to credibility.
3.2.b. Distinguishes among facts, points of view & opinion.
3.2.c. Examines & compares information from various sources to evaluate reliability,
validity, accuracy, authority, timeliness, point of view or bias.
3.2.d. Analyzes structure & logic of supporting arguments/methods.
3.2.e. Understands & uses statistical data treatment as evaluative criteria.
3.2.f. Recognizes prejudice/deception/manipulation in information or its use.
3.2.g. Recognizes cultural, physical, other contexts within which information created &
understands context impact on information.
Instructor input.
Standard 3.3
Performance Indicator: Synthesizes main ideas to construct new concepts.
Outcomes:
3.1.a. Recognizes interrelationships between concepts & combines them into
primary statements/summary findings with supporting evidence.
3.1.b. Extends initial synthesis at higher abstraction level to construct new
hypotheses that may require additional information.
3.1.c. Utilizes computer & other technologies [spreadsheets, databases,
multimedia, a/v equipment] for studying interaction of ideas and other
phenomena.
Instructor input.
Standard 3.4
Performance Indicator: Compares new knowledge with prior knowledge to determine value added,
contradictions or other unique characteristics of information.
Outcomes:
3.4.a. Determines whether information satisfies research/information need.
3.4.b. Uses consciously selected criteria to determine whether information contradicts or verifies
information from other sources.
3.4.c. Draws conclusions based on information.
3.4.d. Tests theories with discipline-appropriate techniques [e.g., simulators, experiments].
3.4.e. Determines probable accuracy by questioning data source, limitations of research tools/strategies
& reasonableness of conclusions.
3.4.f. Integrates new information with previous information/knowledge.
3.4.g. Determines whether information provides evidence relevant to information need/ research
question.
3.4.h. Includes unaltered information pertinent even when it contradicts individual’s value system.
Standard 3.5
Performance Indicator: Validates information understanding &
interpretation through discourse with others [individuals/groups/subject
experts/practitioners].
Outcomes:
3.5.a. Participates in classroom & virtual/electronic discussions [e-mail/bulletin
boards/chat rooms] & uses discussions to validate information
understanding & interpretation.
3.5.b. Works effectively in small groups or teams.
3.5.c. Seeks expert opinions through variety of mechanisms [interviews/email/discussion lists].
Standard 3.6
Performance Indicator: Determines whether to revise initial inquiry.
Outcomes:
3.7.a. Determines if original information need has been satisfied or if more
information is needed.
Instructor input.
3.7.b. Reviews search strategy & incorporates additional concepts if needed.
Instructor/library input.
3.7.c. Reviews information retrieval sources and expands if needed.
Instructor/library input.
Standard 3.7
Performance Indicator: Evaluates the procured
information & the entire process.
Outcomes:
3.7.a. Reviews & assesses procured information &
determines improvements in information-seeking
process.
Instructor & Library input.
3.7.b. Applies improvements to subsequent projects.
Standard Four
The student understands information & its
technologies’ economic, ethical, legal and
social issues, uses information effectively,
individually or collectively, to accomplish a
specific purpose.
Standard 4.1
Performance Indicator: Understands many of the ethical, legal and socioeconomic issues surrounding information and information technology.
Outcomes:
4.1.a. Identifies& discusses privacy & security issues in both print & electronic
environments. Instructor & library input.
4.1.b. Identifies & discusses free vs. fee-based information access [web vs.
databases]. Instructor & library input.
4.1.c. Identifies & discusses issues related to censorship & freedom of speech.
Instructor input.
4.1.d. Demonstrates understanding of intellectual property, copyright & fair
use of copyrighted material. Instructor & library input.
Standard 4.2
Performance Indicator: Follows laws, regulations, institutional policies & etiquette related to
access and use of information resources.
Outcomes:
4.2.a. Participates in electronic discussions using accepted practices [Netiquette].
4.2.b. Uses approved passwords, etc. for information access.
4.2.c. Complies with institutional policies on information access & distribution.
4.2.d. Preserves integrity of information resources, equipment, systems & facilities.
4.2.e. Legally obtains, stores & disseminates text/data/images/sound.
4.2.f. Demonstrates understanding of plagiarism & does not plagiarize, including work of other
research teams’ members.
4.2.g. Demonstrates understanding of institutional policies related to human & animals subjects in
research.
Instructor input. Library input for plagiarism issues.
Standard 4.3
Performance Indicator: Acknowledges the use of information sources in
communicating the product or performance.
Outcomes:
4.3.a. Selects an appropriate citation style and uses it consistently.
4.3.b. Posts permission granted notices, as needed, for copyright material.
4.3.c. Acknowledges all contributors, funding sources, grants, etc. Complies
with reporting & other requirements related to grants.
Instructor input.
Standard 4.4
Applies creativity in information use for a particular product
or performance.
Outcomes:
4.4.a. Selects, analyzes, organizes, summarizes and/or
synthesizes information from variety of resources.
4.4.b. Explores use of advanced information technologies
[data mining & visualization] to move beyond retrieval &
identify trends & patterns in complex research data large
sets.
Standard 4.5
Performance Indicator: Evaluates final product/performance &
revises development process used as necessary.
Outcomes:
4.5.a. Maintains log/journal related to information seeking, evaluating
and communicating process.
4.5.b. Reflects on past successes, failures & alternative strategies.
4.5.c. Applies improvements to subsequent projects.
Instructor input but share so library’s teaching strategies can be
revised.
Standard 4.6
Performance Indicator: Communicates product or performance effectively
to others.
Outcomes:
4.6.a. Chooses communication format that best supports product/performance
and audience. Instructor input.
4.6.b. Use range of information technology applications in creating product/
performance. Instructor & library input.
4.6.c. Incorporates principles of design & communication. Instructor input.
4.6.d. Communicates clearly and in a style that supports purposes of the
intended audience. Instructor input.
Standard 5
The student understands information
literacy is an ongoing process & lifelong
learning important component; recognizes
need to keep current with new
developments in field.
Standard 5.1
Performance Indicator: Recognizes value of ongoing assimilation &
preservation of knowledge in field.
Outcomes:
5.1.a. Recognizes professional obligation to keep up with literature in
field.
5.1.b. Recognizes information gathering learning is an ongoing
process.
5.1.c. Able to apply information access skills across disciplines.
5.1.d. Understands importance of archiving information to survive
changing technologies, access routes, etc.
Slide 5.2
Performance Indicator: Uses variety of methods & emerging technologies to
keep current in field.
Outcomes:
5.2.a. Establishes current awareness services & follows citations & cited
references for pertinent articles.
5.2.b. Uses online table of contents scanning, reviews journals & other forms
of rapid communication literature.
5.2.c. Manages citations files [bibliographic management software].
5.2.d. Uses bibliometric analysis tools to update knowledge of changing
technology/product life cycles [analyzing company’s literature and/or patent
portfolio].
5.2.e. Recognizes emerging forms & methods of scholarly publishing in field
[blogs, RSS feeds, open access journals & free online research data].
Instructor input.
The Evidence of a More Thoughtful
Approach
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Bibliographies
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Databases used
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Search statements
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Research journals
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Portfolios of drafts
Progress
Students will move from :
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broad, general reference sources to specialized, subject specific tools.
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using textbooks/overviews to specialized subject material.
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simple Google searches to more sophisticated use of Google & other search
engines.
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using “first three hits” to carefully evaluated sources.
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broad, general topics to more specialized but researchable projects.
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simply stated search queries to well-formulated search statements.
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“copy & paste” mentality to reading, analyzing, synthesizing & interpreting
information.
Suggestions for Successful
Assignments
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Give students the assignments’ learning objectives.
Clarify requirements & expectations in writing and verbally.
Give specifics in writing– citation style, scholarly resources
only, no googling, anything goes, etc.
Check to see if library’s resources are adequate, if not
ensure students know about alternate sources and see if
library can buy more.
Don’t assume they know the basics.
Allow variety in topics.
Foster critical thinking by developing assignments
integrating information from variety of sources.
Allow project to progress throughout course with instructor
feedback.
Get to know your reference/instruction librarians; share
your syllabi.
Assignment Checklist
Does assignment ask/encourage students to:
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articulate a research question, issue or problem?
make multiple and different determinations about the types of sources
necessary to complete the research?
conduct research through electronic and book-based data retrieval
systems?
make selections from, integrate, and synthesize information retrieved in
their search?
analyze and evaluate the credibility of the information retrieved?
utilize computer literacy skills to communicate their research discoveries?
demonstrate an understanding of fair use of copyrighted material and
intellectual property?
develop long-term, adaptable, cross-disciplinary research skills?
[Sonntag &Curry, CSU San Marcos, 1998-1999]