The Five Standards of Information
Literacy & Assessment *
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Beginning |
Developing |
Accomplished |
Exemplary |
Score |
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Standard One Determines the
nature and extent of information needed |
Defines the need for information.
Explores general information sources. Develops a thesis statement. |
Identifies a variety of types and
formats of potential sources for information. Differentiates between sources,
such as popular vs. scholarly. |
Considers the costs and benefits
of acquiring the needed information. Determines availability of sources.
Determines the need for broadening or limiting sources. |
Reevaluates the nature and extent
of the information needed. Clarifies, revises, or refines the question. |
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Standard Two Accesses needed
information effectively and efficiently |
Selects most appropriate
investigative method. Selects approaches for accessing the information. |
Develops a research plan,
identifies keywords, and constructs a search strategy. |
Retrieves information online or
in person using a variety of methods. Refines the search strategy, if
necessary. |
Extracts, records, and manages
the information and its sources. Assesses the quality, quantity, and
relevance of the search results. |
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Standard Three Evaluates
information and its sources critically |
Examines & compares
information from various sources in order to evaluate reliability, validity,
authority, timeliness, & point of view or bias. |
Determines whether information
satisfies the research or other information need & draws conclusions
based on information gathered. |
Determines probable accuracy by
questioning the source of the data & the reasonableness of the
conclusions. Integrates new information with previous information or
knowledge. |
Determines if original information
need has been met or if additional information is needed. Reviews search
strategy and incorporates additional concepts as necessary. |
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Standard Four Uses information
effectively to accomplish a specific purpose |
Integrates new & prior
information, including quotations & paraphrasing in a manner that
supports the purposes of the research. |
Manipulates digital text, images,
and data, as needed, transferring them from their original locations and
formats to a new context. |
Revises the development process
for the product or performance & reflects on past successes, failures,
and alternative strategies. |
Uses a range of information
technology applications in creating the product or performance &
communicates clearly and with a style that supports the purposes of the
intended audience. |
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Standard Five Understands the
economic, legal, & social issues surrounding the use of information &
accesses and uses information ethically & legally |
Identifies issues related to free
vs. fee-based access to information. |
Demonstrates an understanding of
intellectual property, copyright, and fair use of copyrighted material. |
Uses approved passwords &
other forms of ID for access to information resources. Selects an appropriate
documentation style and uses it consistently to cite sources. |
Demonstrates an understanding of
what constitutes plagiarism and does not represent work attributable to others
as his or her own. |
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Compiled from Information Literacy Competency Standards for Higher Education, from
The American Library Association