AARL

Information Literacy Standards

The first edition of the following standards derives from the US Information Literacy Standards for Higher Education approved by the Association of College and Research Libraries in January 2000, and subsequently endorsed by the American Association for Higher Education and US accreditation bodies. Several countries have now translated the US standards for local use, without substantial change.

The US standards were reviewed at a workshop initiated and conducted 22-23 September 2000 by the University of South Australia for the Council of Australian University Librarians (CAUL). Facilitator of the workshop was Mary Jane Petrowski from Colgate University in the US. The 62 participants were representative of Australian and New Zealand universities, the schools sector, the Technical and Further Education sector, the Council of Australian State Libraries and the Australian Library and Information Association. In reviewing the standards, consideration was given to the implications of Australian research, theory elaboration and practice which may not have been available or accessed when the US standards were developed. The relational model of information literacy was considered in this context.

Permission to use and vary the US standards has been granted by the Association of College and Research Libraries. The major difference in the Australian version is the addition of two standards. The new standard four addresses the ability to control and manipulate information. Standard seven represents information literacy as the intellectual framework which provides the potential for lifelong learning.

At its Canberra meeting 27-28 October 2000 the Council of Australian University Librarians approved the revision of the US standards as Information Literacy Standards. The intended primary application is to higher education, but they may be applied to other educational sectors.

The first edition of the standards includes introductory and other material, and is accessible at http://www.caul.edu.au/. A printed version is also available in packages of 10 from Library Publications, University of South Australia, Holbrooks Road, Underdale SA 5032 fx 08 8302 6756, ph 08 8302 6299, kerry-anne.jenkins@unisa.edu.au. Prepaid price per package (10 copies) is AUD$30 (includes GST and postage in Australia and New Zealand).

Standards and Outcomes

Standard One

The information-literate person recognises the need for information and determines the nature and extent of the information needed.

Outcomes

1.1 The information-literate person defines and articulates the need for information.

Examples
1.1.1 Confers with others, including peers and experts, and participates in face to face and electronic discussions with peers to identify a research topic, or other information need
1.1.2 Explores general information sources to increase familiarity with the topic
1.1.3 Identifies key concepts and terms by mapping the information need and from that formulates and focuses questions
1.1.4 Defines or modifies the information need to achieve a manageable focus. Recognises that information can be combined with original thought, experimentation, and/or analysis to produce new information. Identifies their existing knowledge framework

1.2 The information-literate person understands the purpose, scope and appropriateness of a variety of information sources.

Examples
1.2.1 Understands the formal and informal processes of information production and knows how information is organised and disseminated
1.2.2 Recognises that knowledge can be organised into disciplines that influence the way information is produced, organised and accessed within and across disciplines
1.2.3 Differentiates between, and values the variety of potential sources of information eg people, agencies, multimedia, database, website, dataset, audiovisual, book
1.2.4 Identifies the intended purpose and audience of potential resources eg popular vs scholarly, current vs historical
1.2.5 Differentiates between primary and secondary sources, recognising how their use and importance vary with each discipline.
1.2.6 Realises that information may need to be constructed with raw data from primary sources

1.3 The information-literate person consciously considers the costs and benefits of acquiring the needed information.

Examples
1.3.1 Determines the availability of needed information and makes decisions on broadening the information seeking process beyond immediate resources eg using resources at other locations; obtaining images, videos, text, or sound; document delivery
1.3.2 Considers the feasibility of learning a new skill(s) to gather needed information and understands its context, possibly beyond a single discipline or knowledge framework
1.3.3 Defines a realistic overall plan and timeline to acquire the needed information

1.4 The information-literate person re-evaluates the nature and extent of the information need.

Examples
1.4.1 Reviews the initial information need to clarify, revise, or refine the question. Uses and can articulate the criteria used to make information decisions and choices

Standard Two

The information-literate person accesses needed information effectively and efficiently.

Outcomes

2.1 The information-literate person selects the most appropriate investigative methods or information access tools for finding the needed information.

Examples
2.1.1 Identifies appropriate investigative methods eg laboratory experiment, simulation, fieldwork
2.1.2 Investigates benefits and applicability of various investigative methods
2.1.3 Investigates the scope, content, and organisation of information access tools.
2.1.4 Selects efficient and effective approaches for accessing the information needed for the investigative method or information access tools.
2.1.5 Consults with information professionals to help identify information access tools

2.2 The information-literate person constructs and implements effectively designed search strategies.

Examples
2.2.1 Develops a research plan appropriate to the investigative method
2.2.2 Identifies keywords, synonyms and related terms for the information needed
2.2.3 Selects appropriate controlled vocabulary or classification specific to the discipline or information access tools
2.2.4 Constructs a search strategy using appropriate commands for the information access tool selected eg Boolean operators, truncation, and proximity operators for databases/search engines; internal organisers such as indexes for books
2.2.5 Implements the search strategy in various information access tools with appropriate command languages, protocols and search parameters
2.2.6 Implements the search using investigative methodology appropriate to the discipline

2.3 The information-literate person retrieves information using a variety of methods.

Examples
2.3.1 Uses various information access tools to retrieve information in a variety of formats
2.3.2 Uses various classification schemes and other systems eg call number systems or indexes, to locate information resources within a library or to identify specific sites for physical exploration
2.3.3 Uses specialised online or in person services to retrieve information needed eg document delivery, professional associations, institutional research offices, community resources, experts and practitioners
2.3.4 Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information

Standard Three

The information-literate person evaluates information and its sources critically and incorporates selected information into their knowledge base and value system.

Outcomes

3.1 The information-literate person assesses the utility of the information accessed.

Examples
3.1.1 Assesses the quantity, quality, and relevance of the search results to determine whether alternative information access tools or investigative methods should be utilised
3.1.2 Identifies gaps in the information retrieved and determines if the search strategy should be revised
3.1.3 Repeats the search using the revised strategy as necessary

3.2 The information-literate person summarises the main ideas extracted from the information gathered.

Examples
3.2.1 Reads the text and selects main ideas
3.2.2 Restates textual concepts in own words and selects data accurately
3.2.3 Identifies verbatim material that can then be appropriately quoted

3.3 The information-literate person articulates and applies initial criteria for evaluating both the information and its sources.

Examples
3.3.1 Examines and compares information from various sources to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
3.3.2 Analyses the structure and logic of supporting arguments or methods
3.3.3 Recognises and questions prejudice, deception, or manipulation
3.3.4 Recognises the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information
3.3.5 Recognises and understands own biases and cultural context

3.4 The information-literate person validates understanding and interpretation of the information through discourse with other individuals, subject area experts, and/or practitioners.

Examples
3.4.1 Participates in peer group and other discussions
3.4.2 Participates in electronic communication forums designed to encourage discourse on the topic eg email, bulletin boards, chat rooms
3.4.3 Seeks expert opinion through a variety of mechanisms eg interviews, e-mail, e-lists

3.5 The information-literate person determines whether the initial query should be revised.

Examples
3.5.1 Determines if original information need has been satisfied or if additional information is needed
3.5.2 Reviews search strategy and incorporates additional concepts as necessary
3.5.3 Reviews information access tools used and expands to include others as needed

Standard Four

The information-literate person classifies, stores, manipulates and redrafts information collected or generated.

Outcomes

4.1 The information-literate person extracts, records, and manages the information and its sources.

Examples
4.1.1 Selects the most appropriate technology for extracting the needed information eg copy/paste software functions, photocopier, scanner, audiovisual equipment, or exploratory instruments
4.1.2 Creates a system for organising and managing the information eg card files, Endnote
4.1.3 Differentiates between the types of sources cited and understands the elements and correct citation style for a wide range of resources
4.1.4 Records all pertinent citation information for future reference
4.1.5 Manipulates digital text, images, and data transferring them from their original locations and formats to a new context

4.2 The information-literate person preserves the integrity of information resources, equipment, systems and facilities.

Examples
4.2.1 Respects the access rights of all users and does not damage information resources
4.2.2 References correctly the information resources that have been used
4.2.3 Takes precautions against spreading computer viruses

4.3 The information-literate person legally obtains, stores, and disseminates text, data, images, or sounds.

Examples
4.3.1 Observes the requirements of moral rights and similar legislation
4.3.2 Complies with stated wishes of the owner of intellectual property
4.3.3 Understands copyright and privacy laws and respects the intellectual property of others
4.3.4 Acquires, publishes and disseminates information in ways which do not breach copyright laws or privacy principles.
4.3.5 Understands fair dealing in respect of the acquisition and dissemination of educational and research materials

Standard Five

The information-literate person expands, reframes or creates new knowledge by integrating prior knowledge and new understandings individually or as a member of a group.

Outcomes

5.1 The information-literate person applies prior and new information to the planning and creation of a particular product.

Examples
5.1.1 Understands that information and knowledge in any discipline is in part a social construction and is subject to change as a result of ongoing dialogue and research
5.1.2 Organises the content in a manner that supports the purposes and format of the product eg outlines, drafts, storyboards
5.1.3 Articulates knowledge and skills transferred from prior experiences to planning and creating the product
5.1.4 Integrates the prior and new information, including words and ideas, in a manner that supports the purposes of the product

5.2 The information-literate person synthesises main ideas to construct new concepts.

Examples
5.2.1 Recognises interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence
5.2.2 Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information
5.2.3 Utilises information technology applications eg spreadsheets, databases, multimedia, and audiovisual equipment, for studying the interaction of ideas and other phenomena

5.3 The information-literate person compares new understandings with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.

Examples
5.3.1 Determines whether information satisfies the research or other information need
5.3.2 Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources
5.3.3 Draws conclusions based upon information gathered
5.3.4 Tests theories with discipline appropriate techniques eg simulators, experiments
5.3.5 Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions with previous information or knowledge
5.3.6 Selects information that provides evidence for the topic

5.4 The information-literate person revises the development process for the product.

Examples
5.4.1 Maintains a record of activities related to the information seeking, evaluating, and communicating process
5.4.2 Reflects on past successes, failures and alternative strategies

5.5 The information-literate person communicates the product effectively to others.

Examples
5.5.1 Chooses a communication medium and format that best supports the purposes of the product and the intended audience
5.5.2 Uses a range of appropriate information technology applications in creating the product
5.5.3 Incorporates principles of design and communication appropriate to the environment
5.5.4 Communicates clearly and in a style to support the purposes of the intended audience

Standard Six

The information-literate person understands cultural, economic, legal, and social issues surrounding the use of information and accesses and uses information ethically, legally and respectfully

Outcomes

6.1 The information-literate person understands cultural, ethical, legal and socioeconomic issues surrounding information and information technology.

Examples
6.1.1 Identifies and can articulate issues related to privacy and security in both the print and electronic environments
6.1.2 Identifies and can articulate issues related to free vs fee based access to information
6.1.3 Identifies and can discuss issues related to censorship and freedom of speech
6.1.4 Demonstrates an understanding of intellectual property, copyright and fair use of copyrighted material
6.1.5 Recognises the 'information divide' as a contributing factor to socioeconomic divisions

6.2 The information-literate person follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.

Examples
6.2.1 Obtains, stores, and disseminates text, data, images, or sounds in a legal manner
6.2.2 Complies with institutional policies on access to information resources
6.2.3 Demonstrates an understanding of what constitutes plagiarism and does not represent work or ideas attributable to others as their own
6.2.4 Demonstrates an understanding of institutional policies related to ethical research
6.2.5 Participates in electronic discussions following accepted practices eg Netiquette

6.3 The information-literate person acknowledges the use of information sources in communicating the product.

Examples
6.3.1 Selects an appropriate citation style and uses it consistently to cite sources used
6.3.2 Acknowledges sources in accordance with copyright legislation
6.3.3 Understands and respects indigenous and multicultural perspectives of using information

Standard Seven

The information-literate person recognises that lifelong learning and participative citizenship requires information literacy.

Outcomes

7.1 The information-literate person appreciates that information literacy requires an ongoing involvement with learning and information technologies so that independent lifelong learning is possible.

Examples
7.1.1 Uses diverse sources of information to inform decisions
7.1.2 Seeks to maintain current awareness in areas of interest and/ or expertise by monitoring information sources
7.1.3. Derives satisfaction and personal fulfilment from locating and using information
7.1.4 Keeps up-to-date with information sources, information technologies, information access tools and investigative methods
7.1.5 Recognises that the information search process is evolutionary and nonlinear

7.2 The information-literate person determines whether new information has implications for democratic institutions and the individual's value system and takes steps to reconcile differences.

Examples
7.2.1 Identifies whether there are differing values that underpin new information or whether information has implications for personal values and beliefs
7.2.2 Applies reasoning to determine whether to incorporate or reject viewpoints encountered
7.2.3 Maintains an internally coherent set of values informed by knowledge and experience