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 (ACRL 2015).

Knowledge Practices: Learners who are developing their information literate abilities

• assess the fit between an information product’s creation process and a particular information need;
• recognize that information may be perceived differently based on the format in which it is packaged; 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;
• resist the tendency to equate format with the underlying creation process; 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 socioeconomic interests influence information production and dissemination (ACRL, 2015).

Knowledge Practices:  Learners who are developing their information literate abilities

• give credit to the original ideas of others through proper attribution and citation;
• articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;
• and recognize issues of access or lack of access to information sources.

Dispositions: Learners who are developing their information literate abilities

• respect the original ideas of others;
• value the skills, time, and effort needed to produce knowledge; 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 (ACRL, 2015).

Knowledge Practices:  Learners who are developing their information literate abilities

• determine an appropriate scope of investigation;
• deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations;
• use various research methods, based on need, circumstance, and type of inquiry; and
• draw reasonable conclusions based on the analysis and interpretation of information.

Dispositions: Learners who are developing their information literate abilities

• consider research as open-ended exploration and engagement with information;
• value intellectual curiosity in developing questions and learning new investigative methods;
• 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 (ACRL, 2015).

Knowledge Practices: Learners who are developing their information literate abilities

• determine the initial scope of the task required to meet their information needs;
• 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
• use different types of searching language (e.g., controlled vocabulary, keywords, natural language) 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;
• 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; and
• seek guidance from experts, such as librarians, researchers, and professionals