a convenience, and may not be complete or accurate. Retrieved from the Library of Congress, . Likewise, novice learners tend to use few search strategies, while experts select from various search strategies, depending on the sources, scope, and context of the information need. ACRL has a history of supporting librarians in understanding and using the association’s standards and guidelines. This Framework draws upon an ongoing Delphi Study that has identified several threshold concepts in information literacy,4 but the Framework has been molded using fresh ideas and emphases for the threshold concepts. For more information visit the Web Archiving Program | For Researchers page. For information on this unpublished, in-progress Delphi Study on threshold concepts and information literacy, conducted by Lori Townsend, Amy Hofer, Silvia Lu, and Korey Brunetti, see http://www.ilthresholdconcepts.com/. Get this from a library! http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm.). "October 2002." These six frames are presented alphabetically and do not suggest a particular sequence in which they must be learned. 2. Keywords: Information literacy, information literacy standards, higher education. These Standards were co-developed with and subsequently endorsed by the American Association for Higher Education and the Council for Independent Colleges. VVC library subsequently adopted the key competencies outlined in the ACRL Standards as the core of the Department's Information Competency (IC) program. In 2000, the Association of College and Research Libraries (ACRL), a division of the American Library Association (ALA), released "Information Literacy Competency Standards for Higher Education", describing five standards and numerous performance indicators considered best practices for the implementation and assessment of postsecondary information literacy programs. These conceptual understandings are informed by the work of Wiggins and McTighe,2 which focuses on essential concepts and questions in developing curricula, and also by threshold concepts3 which are those ideas in any discipline that are passageways or portals to enlarged understanding or ways of thinking and practicing within that discipline. 7. Knowledge practices are the proficiencies or abilities that learners develop as a result of their comprehending a threshold concept. Researchers are advised to follow standard citation guidelines for websites, pages, and articles. Information literacy competency standards for higher education. “Information Literacy Competency Standards for Higher Education” (ALA/ACRL, 2000). Model school library standards for California public schools : kindergarten through grade twelve /, Transliteracy in complex information environments. If you have additional questions about ordering the Framework, please contact us at 312-280-5277, or email email@example.com. The Information Literacy Competency Standards for Higher Education (originally approved in 2000) were rescinded by the ACRL Board of Directors on June 25, 2016, at the 2016 ALA Annual Conference in Orlando, Florida, which means they are no longer in force. You are responsible for deciding whether your use of the items in this collection is legal. Information Literacy Competency Standards for Higher Education. Many, if not all, of the websites in the collection and elements incorporated into the websites (e.g., photographs, articles, graphical representations) are protected by copyright. Content outside of the embargo period is updated and made available regularly. It is contextual in that the information need may help to determine the level of authority required.Experts understand that authority is a type of influence recognized or exerted within a community. An Information Literacy Standards Implementation Task Force will be charged to promote the use of the standards in higher education. articulate the capabilities and constraints of information developed through various creation processes; assess the fit between an information product’s creation process and a particular information need; articulate the traditional and emerging processes of information creation and dissemination in a particular discipline; recognize that information may be perceived differently based on the format in which it is packaged; recognize the implications of information formats that contain static or dynamic information; monitor the value that is placed upon different types of information products in varying contexts; transfer knowledge of capabilities and constraints to new types of information products; 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. ACRL is offering education and consultation services to assist librarians in understanding the Framework and applying it to the specific needs of their institutions. cite the contributing work of others in their own information production; contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session; identify barriers to entering scholarly conversation via various venues; critically evaluate contributions made by others in participatory information environments; identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge; summarize the changes in scholarly perspective over time on a particular topic within a specific discipline; recognize that a given scholarly work may not represent the only or even the majority perspective on the issue. A Division of the American Library Association, The Role of the Community College Library in the Academy, Policies and Procedures for Standards, Guidelines, and Frameworks, Pandemic Resources for Academic Libraries, Joint Statement on Access to Research Materials in Archives and Special Collections Libraries, Policy Statement on Open Access to Scholarship by Academic Librarians, Education, Personnel, and Academic Status, ACRL Guidelines for Academic Librarians Without Faculty Status, ACRL Standards for Faculty Status for Academic Librarians, Diversity Standards: Cultural Competency for Academic Libraries, Guideline for the Appointment, Promotion and Tenure of Academic Librarians, Guidelines for Recruiting Academic Librarians, Joint Statement on Faculty Status of College and University Librarians, Statement on the Certification & Licensing of Academic Librarians, Statement on the Terminal Professional Degree for Academic Librarians, Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline, Framework for Information Literacy for Higher Education, Guidelines for Instruction Programs in Academic Libraries, Information Literacy Competency Standards for Journalism Students and Professionals, Information Literacy Competency Standards for Nursing, Information Literacy Standards for Anthropology and Sociology Students, Information Literacy Standards for Science and Engineering/Technology, Information Literacy Standards for Teacher Education, Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians, Political Science Research Competency Guidelines, Psychology Information Literacy Standards, Research Competency Guidelines for Literatures in English, Roles and Strengths of Teaching Librarians, Visual Literacy Competency Standards for Higher Education, Guidelines for University Library Services to Undergraduate Students, Standards for Libraries in Higher Education, Rare Books, Manuscripts, Special Collections, and Archives, ACRL/RBMS Guidelines For Interlibrary And Exhibition Loan Of Special Collections Materials, Guidelines Regarding Security and Theft in Special Collections, Guidelines on the Selection and Transfer of Materials from General Collections to Special Collections, Guidelines: Competencies for Special Collections Professionals, Standardized Statistical Measures and Metrics for Public Services in Archival Repositories and Special Collections Libraries, ACRL Proficiencies for Assessment Librarians and Coordinators, Guidelines for Curriculum Materials Centers, Guidelines for Media Resources in Academic Libraries, Standards for Distance Learning Library Services, 225 N Michigan Ave, Suite 1300 Chicago, IL 60601 | 1.800.545.2433, Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, Suggestions on How to Use the Framework for Information Literacy for Higher Education, Introduction for Faculty and Administrators, For Administrators: How to Support the Framework, http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm.
2020 information literacy competency standards for higher education