Information Literacy Competency Standards for FRS
The Mary Livermore Library promotes the development of information literacy and the skills necessary for students to become lifelong learners. One of the approaches of the Library’s Instructional Services is to provide a Freshman Seminar information literacy program to foster and develop a knowledge base of information literacy skills for freshmen at UNCP.
The program content has been developed to accommodate a selective choosing of the Information Literacy Competency Standards for Higher Education and associated performance indicators and objectives provided by the Association for College and Research Libraries (ACRL). Of the ACRL’s five standards, the Mary Livermore Library has chosen to target several of the performance indicators and objectives adopted from standards 1-3 for use in Freshman Seminar information literacy program. The following is a list of expected outcomes that students should begin getting comfortable performing following participation in the program.
The information literate student determines the nature and extent of the information needed.
- Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need
- Develops a topic and formulates questions based on the information need
- Explores general information sources to increase familiarity with the topic
- Identifies key concepts and terms that describe the information need
- The information literate student identifies a variety of types and formats of potential sources for information
The information literate student accesses needed information effectively and efficiently.
- The information literate student selects the most appropriate information retrieval system for accessing needed information
- Investigates the scope, content, and organization of information retrieval systems
- The information literate student constructs and implements effectively designed search strategies
- Identifies keywords, synonyms and related terms for the information needed
- Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, proximity for search engines, internal organizers such as indexes for books)
- The information literate student retrieves information online or in person using a variety of methods
- Uses various classification schemes and other systems (e.g. call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration
- Records all pertinent citation information for future reference
The information literate student evaluates information and its sources critically.
- The information literate student articulates and applies initial criteria for evaluating both the information and its sources
- Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
- Determines whether information satisfies the research or other information need
- Draws conclusions based on information gathered
- Determines probably accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions
- Selects information that provides evidence for the topic
- Determines whether to incorporate or reject viewpoints encountered
For a link to the entire Information Literacy Competency Standards for Higher Education document visit:
Monday, March 28, 2011