Information Literacy Standards

The ACRL Standards for Information Literacy for Higher Education and the Psychology Information Literacy Standards are valuable for students to see expectations and goals for information literacy in one’s field. As you go through the course, it is important that you, as a student, remain aware of the standards and continue to assess your progress and where you need to improve on these standards.

The ACRL Framework for Information Literacy for Higher Education

This Framework is structured into six different areas around which different information literacy goals are based:

Authority is Constructed and Contextual

This standard discusses how it is important to recognize authority, and therefore it is important to critically evaluate information to determine the extent to which a source or its author is authoritative. However, it is necessary to keep an open mind and recognize that some sources may be authoritative in unexpected ways.  To meet this standard, it is important to learn how to recognize and define authority, and to evaluate the quality of information sources in part based on that authority. It is also important to recognize that you are becoming authoritative on certain information and with this comes much responsibility, and also that you are part of a network of authoritative sources that will help develop sources in the future.

Information Creation as a Process

This standard discusses that information is created through a process and can come in many different formats. It is important to note that information may be authoritative depending on where it is in the process, but that different information source types may also be useful.

Information Has Value

This standard discusses that information is valuable, and so it is important to use it ethically. For example, citing sources that you use is important for ethically and responsibly handling information, keeping copyright law, and deciding on fair means on which to publish information. It is also important to realize that not everyone has equal access to information, and that intellectual property can vary by culture.  

Research as Inquiry

This standard discusses how research, and its process, seeks to answer questions and builds on the body of knowledge. Handling of topic selection, such as choosing a research question that addresses gaps in the literature, and determining an appropriate scope of a research project, and responsibly conduct and monitor research using the appropriate tools are all goals or expectations required by this standard.

Scholarship as Conversation

This standard discusses how information sharing is valuable, and should be sought out while recognizing limits to one’s authority. Citing others’ works, and contributing to conversations while recognizing one’s limits on being an authoritative voice are important.

Searching as Strategic Information

This standard discusses how searching is a complex, non-linear process that requires multiple types of thinking. Learning to use search strategies and trying different things, using multiple sources if necessary helps users to develop in this area of information literacy.

The Psychology Information Literacy Standards (May be helpful for students enrolled in the Counseling Program, as well.)

There are four standards that psychology students should be developing.

1. The information literate psychology student determines the nature and extent of the information needed.

Tying in with Searching as Strategic Exploration, and Research as Inquiry, it is important for students to determine what is needed in picking a topic and developing a research question that could be formulated into search terms. Basic research methodology should be understood in order to do this. This also requires an understanding of primary vs. secondary sources, the necessity of peer review, and principles such as confidentiality and privacy.

2. The information literate psychology student accesses needed information effectively and efficiently.

Using search strategies and crediting of information sources is important to access information, and is a part of this standard. To meet this standard, it is important to know the most appropriate sources for locating information, the use of advanced search features like wildcards and truncation, how to retrieve materials both online and in the stacks, and how to contact appropriate faculty and staff to look for materials.

3. The information literate psychology student evaluates information and its sources critically and incorporates selected information into her or his knowledge base.

It is important to critically evaluate information and incorporate quality knowledge into your knowledge base. To do this, learning to evaluate resources becomes necessary. To meet this standard it is important to develop skills on how to synthesize information from other sources and to think critically, in particular to integrate new ideas with old ideas.

4. The information literate psychology student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

Applying information to create a new product, and communicating information to others (ethically) is important. Learning how to cite sources, paraphrasing, and using the information is important, as well as using information technology.