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ENG 371 • Literature & Film: Standards & References

Library resources and information supporting Dr. Grady's ENG 371 class.

ACRL Framework for Information Literacy

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; 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;
  • value the skills, time, and effort needed to produce knowledge; and
  • are inclined to examine their own information privilege.

ACRL Framework for Information Literacy

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

  • 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; and
  • follow ethical and legal guidelines in gathering and using information;

ACRL Framework for Information Literacy

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

  • exhibit mental flexibility and creativity;
  • recognize the value of browsing and other serendipitous methods of gathering information; and
  • seek guidance from experts, such as librarians, researchers, and professionals

ACRL Framework for Information Literacy

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; and
  • monitor the value that is placed upon different types of information products in varying contexts.

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..

References & Image Attribution

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


Books Rock My World. (2015, February 7). That’s not how it was in the book [Meme]. Facebook. https://www.facebook.com/booksrockmyworld/photos/a.574342495917030/961784720506137/


Bookworm Used Bookstore – Myrtle Beach. (2018, August 26). And then … after they had ripped out half of her pages … they turned her … into a movie! [Meme]. Facebook. https://www.facebook.com/thebookworm.mb/photos/a.1317269678291061/2348796248471727/


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/


Clearwater Public Library System. (2014, August 1). Dear movie, meh [Meme]. Facebook. https://www.facebook.com/clearwaterlib/photos/a.420975058815/10152640849643816/


Haque, M.T. (n.d.). A to Z capital letters [icon pack]. Flaticon. https://www.flaticon.com/packs/a-to-z-capital-letter


Penguin Teen Australia. (2015, June 25). When people say the movie is always better than the book [Meme]. Facebook. https://www.facebook.com/PenguinTeenAustralia/photos/a.297190790352291/889082237829807/


Witkins, J. [@jessiwitkins]. (n.d.). The great book vs. movie debate [Meme]. Pinterest. https://pin.it/LU4bWUn


 

 

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