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Information Instruction Program: Information Literacy

Information Literacy Competencies

The ACRL (Association of College and Research Libraries) offers the following definition of Information Literacy:

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.(Framework)

The following outcomes of the Instruction Program include practices and dispositions derived from the ACRL's Framework for Information Literacy for Higher Education:

Level Knowledge Practices and Dispositions (the student...)
(first year))
  • Uses various research methods, based on need, circumstance, and type of inquiry
  • Uses different types of searching language (e.g., controlled vocabulary, keywords, boolean operators, natural language) appropriately
  • Identifies various formats for information and matches an information need with an appropriate type of source
  • Identifies and consults the more authoritative sources
  • Demonstrates an awareness of bias in publications
  • Understands that different methods of information dissemination with different purposes are available
  • Gives credit to the original ideas of others through proper attribution and citation
  • Identifies and uses sources related to their major area of study including electronic databases, reference books, and core journals
  • Understand that first attempts at searching do not always produce adequate results
  • Designs and refines needs and search strategies as necessary, based on search results
  • Formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information
  • Recognize they are often entering into an ongoing scholarly conversation and not a finished conversation;


  • Articulates the traditional and emerging processes of information creation and dissemination in a particular discipline
  • See themselves as contributors to scholarship rather than only consumers
  • Identifies interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information
  • Consults bibliographies and other lists to identify and acquire relevant sources
  • Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources

"Framework for Information Literacy for Higher Education." Association of College & Research Libraries (ACRL), 23 Sept.
2016. Web. 08 May 2017.



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