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Research Guides

Eastern Washington University Libraries

Information Literacy Framework

A tool for developing IL learning opportunities

The Information Literacy Standards

Standard One

The Information Literate person recognizes the need for information and determines the nature and extent of the information needed.

Relevant Graduate Qualities

Empowered
Having both the capacity and confidence to pursue the attainment of your full potential, with acquired skills for

  • problem solving
  • organization

Learning outcomes

The student should be able to:

  • define and articulate their information need
  • analyze key words and concepts, synonyms and related topics
  • decide on a focus, position for their research
  • identify their existing knowledge
  • consider their personal biases
  • understand and differentiate the purpose and scope of a range of information sources
  • identify the audience and purpose of the information found
  • review and re-evaluate the information already gathered
  • synthesize information from different sources
  • discard unnecessary information

Suggested learning/teaching strategies

  • teaching staff map skills needs against expected assessment outcomes
  • students identify key concepts and ideas through concept mapping, brainstorming
  • introduce library resources 
  • use course reading lists for assignment work

Advanced

  • use a combination of research and evidence-based information
  • library training: accessing evidence-based resources
  • use statistics for community profiling
  • library training: locating statistical information

Postgraduate

  • develop a research hypothesis
  • use of “grey literature”
  • library training: searching for reports, proceedings etc
  • identify ‘gaps’ in the research literature

Standard Two

The information literate person finds needed information effectively and efficiently

Relevant Graduate Qualities

Knowledgeable
Building disciplinary and interdisciplinary knowledge through a scholarly approach incorporating global and regional perspectives, with the skills for

  • problem solving
  • applying technologies
  • organization

Learning outcomes

The student should be able to:

  • select the most appropriate tools for finding information
  • construct and implement effective search strategies
  • obtain information using appropriate and multiple methods
  • keep up to date with information sources, information technologies, information access tools and investigative methods

Suggested learning/teaching strategies

  • library training: using the catalog to search by topic
  • use resources on a reading list and resources found independently
  • library training timed to introduce library resources required for a specific assessment topic

       Advanced

  • develop an annotated bibliography
  • library training: advanced search techniques, Boolean searching, subject-specific thesauri eg MeSH

        Postgraduate

  • library training: citation databases and citation searching
  • library training:  Citation/Referencing Styles
  • use national and international library catalogs to locate material – WorldCat, Library of Congress, Summit
  • library training: searching beyond EWU
  • maintain current awareness via alerting services, RSS feeds

Standard Three

The information literate person evaluates information and the information seeking process

Relevant Graduate Qualities

Creative and critical thinking
Generating original ideas and concepts, and appreciating innovation and entrepreneurship 

Knowledgeable
Building disciplinary and interdisciplinary knowledge through a scholarly approach incorporating global and regional perspectives

Empowered
Having both the capacity and confidence to pursue the attainment of full potential, with the skills for

  • Problem-solving
  • organization

Learning outcomes

The student should be able to:

  • assess the usefulness and relevance of the information obtained
  • examine and compare information from various sources
  • define and apply criteria for evaluating information
  • recognize and question prejudice, deception and manipulation through information
  • reflect on the information seeking process and revises search strategies as necessary
  • understand that context affects the production and interpretation of information
  • understand the impact of personal context and bias

Suggested learning/teaching strategies

  • students use books and articles in an assessment item
  • library training: introduction to finding library resources 
  • use material produced within a time period (eg health resources)
  • library training: introduction to finding library resources
  • library training: scholarly journal articles

Advanced

  • annotated bibliography using multiple types of resources
  • library training: locating scholarly journal articles
  • library training: trade and professional publications

Postgraduate

  • view information search strategies as a reflective process
  • understands peer review
  • library training: locating and identifying peer-reviewed journals
  • library training: citation and key author searching
  • library training: research databases and document delivery

Standard Four

The information literate person evaluates information and the information seeking process

Relevant Graduate Qualities

Creative and critical thinking
Generating original ideas and concepts, and appreciating innovation and entrepreneurship 

Knowledgeable
Building disciplinary and interdisciplinary knowledge through a scholarly approach incorporating global and regional perspectives

Empowered
Having both the capacity and confidence to pursue the attainment of full potential, with the skills for

  • Problem-solving
  • organization

Learning outcomes

The student should be able to:

  • assess the usefulness and relevance of the information obtained
  • examine and compare information from various sources
  • define and apply criteria for evaluating information
  • recognize and question prejudice, deception and manipulation through information
  • reflect on the information seeking process and revises search strategies as necessary
  • understand that context affects the production and interpretation of information
  • understand the impact of personal context and bias

Suggested learning/teaching strategies

  • students use books and articles in an assessment item
  • library training: introduction to finding library resources 
  • use material produced within a time period (eg health resources)
  • library training: introduction to finding library resources
  • library training: scholarly journal articles

Advanced

  • annotated bibliography using multiple types of resources
  • library training: locating scholarly journal articles
  • library training: trade and professional publications

Postgraduate

  • view information search strategies as a reflective process
  • understands peer review
  • library training: locating and identifying peer-reviewed journals
  • library training: citation and key author searching
  • library training: research databases and document delivery

 

Standard Five

The information literate person applies prior and new information to construct new concepts or create new understandings

Relevant Graduate Qualities

Creative and critical thinking
Generating original ideas and concepts, and appreciating innovation and entrepreneurship

Knowledgeable
Building disciplinary and interdisciplinary knowledge through a scholarly approach incorporating global and regional perspectives

Engaged
Contributing positively to diverse communities through service and leadership, with the skills for

  • communication
  • organization

Learning outcomes

The student should be able to:

  • compare and integrate new understandings with prior knowledge
  • select information that provides evidence to support a topic
  • know that information and knowledge is a social construct which is subject to change as a result of ongoing dialogue and research
  • communicate knowledge effectively
  • choose a communication medium that suits their task and the audience
  • communicate clearly and in a style to support the purposes of the intended audience

Suggested learning/teaching strategies

  • present assessment item for a particular genre eg debate, new item
  • applies own innovative solution to a given problem
  • locates evidence to support a known outcome
  • find books/journal articles on a topic
  • library training: introduction to finding library resources

Advanced

  • assessment in the form of a poster presentation, online resource, multimedia communication
  • prepare a pros and cons argument for an issue
  • preparation of a literature review
  • library training: databases for your subject area

Postgraduate

  • creation of poster presentation
  • literature review
  • library training: evidence-based and research databases
  • library training: locating support material to assist in constructing research projects
  • library training: research databases and document delivery

 

Standard Six

The information literate person uses information with understanding and acknowledges the cultural, ethical, economic, legal and social issues surrounding the use of information

Relevant Graduate Qualities

Ethical
Acting with integrity in intellectual, professional and community pursuits

Knowledgeable
Building disciplinary and interdisciplinary knowledge through a scholarly approach incorporating global and regional perspectives, with the skills for

  • organization
  • applying technologies

Learning Outcomes:

The student should be able to:

  • acknowledge that there are cultural, ethical and socioeconomic issues related to access to, and use of, information
  • recognize that information is underpinned by values and beliefs conform with conventions and etiquette related to access to and the use of, information
  • legally obtain, store and disseminate text, data, images or sounds

Suggested learning/teaching strategies

  • understands plagiarism 
  • understands the need for appropriate referencing 
  • uses computers, software, and technology in accordance with University and national rules and legislation
  • understands that information is affected by cultural beliefs and values
  • discussion of importance of observing copyright

Advanced

  • understand information in an Australian/national context 
  • library training: locating Australian resources
  • respect copyright in assessment items
  • appropriate acknowledgement and referencing

Postgraduate

  • understands and applies ethical research standards
  • understands copyright as it affects their own work and others’ 
  • training: copyright