Information Literacy Student Outcomes
The following student outcomes are shown as they relate to the five
Information Literacy Competency Standards for Higher Education, recommended by the Association of College & Research Libraries (ACRL). In 2004, the ACRL standards were endorsed by the
Council of Independent Colleges. The outcomes below are modeled after those found in the
Information Literacy Matrix for the College of Nursing: Version 2005.12.02, which is an example of how outcomes can be incorporated into a curriculum-based information literacy program. The outcomes are based on the examples set forth by the ACRL in their
Standards, Performance Indicators, and Outcomes (2000) and
Objectives for Information Literacy Instruction (2001)
Goal I: The student determines the nature and extent of the information needed.
The student:
- Recognizes how information is formally and informally produced, organized, and disseminated.
- Develops, formulates, and revises research questions based on general to specific exploration of sources and systems.
- Identifies the values and differences of potential resources in a variety of formats (e.g., database, Web site, or book).
- Differentiates between primary vs. secondary, popular vs. scholarly, current vs. classical, and research vs. non-research sources.
Goal 2: The student accesses needed information effectively and efficiently.
The student:
- Develops a research plan appropriate to the assignment.
- Identifies keywords and appropriate terms for the information needed.
- Implements search strategy in various information retrieval systems, combining search terms effectively.
- Assesses the quantity, quality, and relevance of the search results to determine whether alternative approaches should be utilized.
- Repeats the search using revised strategy as necessary.
Goal 3: The student evaluates information and its sources critically and incorporates selected information into his or her knowledge base, value system, and practice.
The student:
- Restates pertinent concepts in his or her own words and selects data accurately.
- Recognizes interrelationships among concepts and, with supporting evidence, applies them to a specific purpose.
- Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias.
- Recognizes that the environment (e.g., cultural, physical, or geographical) within which the information was created may influence the interpretation of information.
- Determines probable accuracy of new knowledge by questioning the scientific research process used in evidence based studies.
- Draws conclusions based upon information gathered and, if applicable, integrates new information into practice.
Goal 4: The student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
The student:
- Organizes and integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of a professional activity.
- Uses information technology applications (e.g., software [Access, Excel, Word, PowerPoint, Blackboard, video]) in creating a professional product.
- Communicates (orally and written) clearly and with a style that supports the purposes of the intended audience.
Goal 5: The student analyzes the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
The student:
- Identifies and discusses issues related to privacy and security in both the print and electronic environments.
- Applies principles of intellectual property, copyright, and fair use of copyrighted material.
- Participates in electronic communication following accepted practices (e.g., "Netiquette").
- Preserves the integrity of information resources, equipment, systems, and facilities.
