What is Information Literacy?

The expanded definition of Information Literacy, by the Association of College and Research Libraries (ACRL), is:

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.

In more basic terms, information literacy refers to one’s ability to find, evaluate, organize, use, and communicate information. It is a combination of research skills, critical thinking skills, computer and technology skills, and communication skills.

Framework for Information Literacy for Higher Education

As a librarian, one of our most important tools for designing our approaches to information literacy is the Framework for Information Literacy for Higher Education by the Association of College and Research Libraries (ACRL). Adopted by the ACRL Board in 2016, this Framework is a series of interconnected core concepts that are flexible in their presentation to students. Each Frame, or concept, is an understanding of how we should organize other concepts about information, research, and scholarship into a easily-digestible whole. These Frames will help you contextualize information literacy not just in classroom settings or through curriculum, but in conversation with students and peers and in overall approach to these concepts. 

Take some time to read through the descriptions of the Frames below, or click on any of the links above to download the full PDF version of the Framework that comes with more detailed descriptions and suggestions for implementation. If you have any questions about how to implement these Frames in your class, or want to discuss information literacy further, don't hesitate to reach out to me or any of our other librarians. 

From,

Dylan Sprague, Instruction & Outreach Librarian - spragued@wcsu.edu

The Frames

The below information is quoted directly from the Framework for Information Literacy for Higher Education. These Frames are organized alphabetically, and are not meant to be introduced in any particular order.

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.

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.

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.

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.

Scholarship as Conversation

• Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.

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.