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;
• organize information in meaningful ways;
• 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; and
• seek appropriate help when needed.

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

• 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

Authority is Constructed & 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:

• Use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility; and
• 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

• develop and maintain an open mind when encountering varied and sometimes conflicting perspectives; and
• are conscious that maintaining these attitudes and actions requires frequent self-evaluation.

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.

Dispositions: Learners who are developing their information literate abilities

• respect the original ideas of others; and
• value the skills, time, and effort needed to produce knowledge