Searching as Strategic Exploration

"Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops" (ACRL, 2015).

Knowledge Practices: Learners who are developing their information literate abilities:

• Match information needs and search strategies to appropriate search tools;
• Design and refine needs and search strategies as necessary, based on search results;
• Use different types of searching language appropriately;
• Manage searching processes and results appropriately.

Dispositions: Learners who are developing their information literate abilities:

• Exhibit mental flexibility and creativity;
• Understand that first attempts at searching do not always produce adequate results;
• Recognize the value of browsing and other serendipitous methods of information gathering; and
• Realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search

Authority is Constructed and Contextual

"Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required" (ACRL, 2015). 

Knowledge Practices: Learners who are developing their information literate abilities:

• Recognize that authoritative content may be packaged formally or informally and may include sources of all media types;
• Understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.

Dispositions: Learners who are developing their information literate abilities:

• Develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview;
• Question traditional notions of granting authority and recognize the value of diverse ideas and worldviews.

Research as Inquiry

"Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field" (ACRL, 2015).

Knowledge Practices: Learners who are developing their information literate abilities:

• determine an appropriate scope of investigation;
• organize information in meaningful ways; and
• draw reasonable conclusions based on the analysis and interpretation of information.

Dispositions: Learners who are developing their information literate abilities:

• maintain an open mind and a critical stance;
• seek multiple perspectives during information gathering and assessment; and
• seek appropriate help when needed.

Association of College & Research Libraries. (2015, February 9). Framework for information literacy for higher education. American Library Association. http://www.ala.org/acrl/standards/ilframework

Caulfield, M.(n.d.). About. Hapgood. https://hapgood.us/about/

Caulfield, M. (2019, June 19). SIFT (The four moves). Hapgood. https://hapgood.us/2019/06/19/sift-the-four-moves/

Mandalios, J. (2013). RADAR: An approach for helping students evaluate Internet sources. Journal of Information Science, 39(4), 470–478