Framework for Information Literacy for Higher Education

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.

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

• use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility;
• recognize that authoritative content may be packaged formally or informally and may include sources of all media types; and
• acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice.

Dispositions: Learners who are developing their information literate abilities:

• motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways; and
• develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview.

Information Creation as a Process

Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.

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

• articulate the capabilities and constraints of information developed through various creation processes;
• assess the fit between an information product’s creation process and a particular information need;
• recognize the implications of information formats that contain static or dynamic information; and
• transfer knowledge of capabilities and constraints to new types of information products;

Dispositions • Learners who are developing their information literate abilities:

• value the process of matching an information need with an appropriate product;
• accept that the creation of information may begin initially through communicating in a range of formats or modes; and
• understand that different methods of information dissemination with different purposes are available for their use.

Information Has Value

Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socio economic interests influence information production and dissemination.

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

• give credit to the original ideas of others through proper attribution and citation;
• understand that intellectual property is a legal and social construct that varies by culture;
• understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information; and
• make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.

Dispositions •  Learners who are developing their information literate abilities:

• respect the original ideas of others;
• see themselves as contributors to the information marketplace rather than only consumers of it; and
• are inclined to examine their own information privilege.

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.

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

• use various research methods, based on need, circumstance, and type of inquiry;
• synthesize ideas gathered from multiple sources; 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;
• seek appropriate help when needed; and
• follow ethical and legal guidelines in gathering and using information.

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.

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

• utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;
• match information needs and search strategies to appropriate search tools;
• design and refine needs and search strategies as necessary, based on search results; and

Dispositions • Learners who are developing their information literate abilities:

• understand that first attempts at searching do not always produce adequate results;
• 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;
• seek guidance from experts, such as librarians, researchers, and professionals; and
• recognize the value of browsing and other serendipitous methods of information gathering.

References

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

Ashland University • Use of AI in Academics

AI Guidelines Overview

At Ashland University, we recognize the transformative potential of artificial intelligence (AI) across education, research, administration, and student support. These guidelines on Artificial Intelligence (AI) extend to Ashland University’s curricular priorities and pedagogical approaches, including a commitment to academic excellence and integrity, inclusion of diverse perspectives, equitable access, and responsible technology use.

At Ashland University, faculty and staff ensure that AI is integrated thoughtfully and appropriately into our community of teaching and learning, research, creative activities, clinical experiences, assessment, data utilization, and overall student experiences while fostering a learning environment where students and faculty are empowered to work, serve, and lead responsibly in their communities.

Guidelines for Accountability

All members of the Ashland University community—students, faculty, and staff—are accountable for ensuring the integrity of their work, regardless of the tools used in its creation. When employing AI tools to generate content, individuals must ensure the end-product is accurate, free from errors and biases, and respects copyright laws. The University emphasizes the importance of ethical and responsible practices and reserves the right to address concerns through existing University channels and policies related to academic and professional conduct.

Guidelines for Use in Research

Ashland University is dedicated to fostering innovation in faculty and campus research through the thoughtful integration of AI tools. Generative AI offers opportunities for enhancing creativity and efficiency in academic research, and researchers are encouraged to leverage these tools responsibly and ethically. AI-generated insights should be reviewed by the researcher and validated through peer review and human oversight to ensure credibility and accuracy.

References

Ashland University (2025, January 24). Guidelines for artificial intelligence in academics at Ashland University.