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:

• Recognize that information may be perceived differently based on the format in which it is packaged;
• Develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys.

Dispositions •

Learners who are developing their information literate abilities:

• Value the process of matching an information need with an appropriate product;
• 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.

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;
• See themselves as contributors to the information marketplace rather than only consumers of it.

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;
• Use various research methods, based on need, circumstance, and type of inquiry;
• Organize information in meaningful ways;

Dispositions •

Learners who are developing their information literate abilities:

• Seek multiple perspectives during information gathering and assessment;
• 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;
• 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.

Dispositions •

Learners who are developing their information literate abilities:

• Exhibit mental flexibility and creativity;
• Seek guidance from experts, such as librarians, researchers, and professionals;
• Recognize the value of browsing and other serendipitous methods of information gathering.