Approved by the University-wide General Education Committee on 5/9/18
Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
The Framework is organized into frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. For General Education proposals, you can identify a single frame or several (depending on your course). Each frame as well as sample student learning outcomes are provided below. Additional knowledge practices can be accessed here: Information Literacy Frames
Frames and Sample Student Learning Outcomes:
- develop a research question that will evolve over time as they conduct research with conflicting viewpoints, and from different contexts, or time periods.
- synthesize ideas gathered from multiple sources.
- draw reasonable conclusions based on their analysis and interpretation of information.
Authority is Contextual
- use research and evaluation to build criteria for assessing the authority and credibility of formal and informal sources.
- engage with resources within the discipline that are created by acknowledged authorities such as well-known scholars and publications.
Scholarship is a Conversation:
- gain a greater understanding of course related topics by examining the connections and ongoing narratives between different scholars, researchers, writers and schools of thought.
- cite the contributing work of others in their own information production.
Information is Power and has Value:
- recognize what constitutes plagiarism.
- cite a source correctly and understand the reason for doing so.
Searching as Strategic Exploration:
- match information needs and search strategies to appropriate search tools.
- refine needs and search strategies as necessary, based on search results.
Foundations, Tier One, and Tier Two classes should introduce students to important sources of information related to the content of the course. Instructors who require use of library resources, including online resources through the libraries, are strongly encouraged to consult with librarians in designing assignments. Students should also be informed about legal and ethical implications of using information, especially plagiarism.