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

• define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event);
• recognize that authoritative content may be packaged formally or informally and may include sources of all media types.

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;
• develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview.

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;
• understand that intellectual property is a legal and social construct that varies by culture.

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

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

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;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 appropriate help when needed; 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;
• match information needs and search strategies to appropriate search tools;
• design and refine needs and search strategies as necessary, based on search results.

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