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Information Literacy Toolkit: Framework for Information Literacy for Higher Education
In a rapidly changing higher education environment and increasingly complex information ecosystem, students have a greater role and responsibility in creating and using scholarship, data and information ethically. As educators, we can aid students in cultivating these skills, by designing curriculum that encourages enhanced engagement with the core ideas about information and scholarship within their disciplines.
There are six core concepts in the Framework, and they each have accompanying Knowledge Practices and Learner Dispositions. This section will briefly outline each concept, but should you wish to read more, the Framework is hyperlinked here for your convenience.
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.
Interested is how other universities are approaching Information Literacy? Take a look!