Goals and Objectives of Information Literacy Program
Questioning and Contextualizing Authority
- Recognize and identify different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event)
- Recognize learners are developing their own authoritative voices in a particular area and the responsibilities this entails, including seeking accuracy and respecting intellectual property
- Recognize the cultural, physical, or other contexts within which information is created and understand the impact of context on interpreting information
- Apply criteria for evaluation of resources, such as indicators of authority, validity of methodology and assertions, appropriate attribution, and bias in order to act on judgements based on assessments of authority
Understanding the Value of Information
- Give credit to the original ideas of others through proper attribution and citation
- Articulate the purpose and distinguishing characteristics of fair use, open access, the public domain, and copyright
- Recognize issues of equity and access to information sources
- Make informed choices regarding privacy and the commodification of personal information
Encouraging Critical Inquiry
- Formulate research questions based on gaps or conflicting opinions in the existing body of knowledge
- Use various research methods based on need, circumstance, and type of inquiry
- Synthesize ideas gathered from multiple sources and draw reasonable conclusions based on the analysis and interpretation of information
- Understand research to be open-ended exploration and engagement within scholarly conversations
Empowering Diverse Learners and Employing Inclusive Pedagogies
- Understand how and why some individuals or groups of individuals are underrepresented or systematically marginalized within systems that produce and disseminate information
- Enable learners to leverage individual strengths and experiences to see themselves as valued contributors to the information environment
- Participate in conversations with respectful consideration of differing viewpoints, recognizing one’s own intellectual and experiential limitations
- Utilize research tools and technology effectively to support one’s own learning
Supporting a Spectrum of Literacies
- Recognize different types of literacy (i.e. ways to ‘read’ content), such as information, visual, digital, cultural, data, and critical literacies
- Understand when and how to use specific tools and habits of mind in order to interpret information
- Synthesize multiple literacies in the construction, expression, and sharing of knowledge in academic settings and beyond.