Information Services Services Management Committee

Standards Approved by: ACRL Board, January 18, 2000.
This unauthorized condensation was created by removing the outcomes sections, multiple occurrences of the phrase "The information literate student" and minor formatting changes. The full version is at the ACRL Information Literacy site

One: The information literate student determines the nature and extent of the information needed.

1. defines and articulates the need for information.
2. identifies a variety of types and formats of potential sources for information.
3. considers the costs and benefits of acquiring the needed information.
4. reevaluates the nature and extent of the information need.

Two: The information literate student accesses needed information effectively and efficiently.

1. selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
2. constructs and implements effectively-designed search strategies.
3. retrieves information online or in person using a variety of methods.
4. refines the search strategy if necessary.
5. extracts, records, and manages the information and its sources.

Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

1. summarizes the main ideas to be extracted from the information gathered.
2. articulates and applies initial criteria for evaluating both the information and its sources.
3. synthesizes main ideas to construct new concepts.
4. compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
5. determines whether the new knowledge has an impact on the individual's value system and takes steps to reconcile differences.
6. validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
7. determines whether the initial query should be revised.

Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

1. applies new and prior information to the planning and creation of a particular product or performance.
2. revises the development process for the product or performance.
3. communicates the product or performance effectively to others.

Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

1. understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
2. follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
3. acknowledges the use of information sources in communicating the product or performance.

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Appendix I: Selected Information Literacy Initiatives

• In 1989 the American Library Association (ALA) Presidential Committee on Information Literacy issued a Final Report which defined four components of information literacy: the ability to recognize when information is needed and to locate, evaluate and use effectively the needed information. http://www.ala.org/acrl.org/nili/ilit1st.html
• In 1990, the National Forum on Information Literacy (NFIL) was founded as a response to the recommendations of the ALA Presidential Committee Final Report. NFIL is a "coalition of over 75 education, business, and governmental organizations working to promote international and national awareness of the need for information literacy and encouraging activities leading to its acquisition." Forum members promote information literacy nationally, internationally, and within their own programs. http://www.infolit.org/index.html
• In March 1998 NFIL issued, A Progress Report on Information Literacy: An Update on the American Library Association Presidential Committee on Information Literacy: Final Report. http://www.infolit.org/documents/progress.html
• In 1998 the American Association of School Libraries (AASL) and the Association of Educational Communications and Technology (AECT) published Information Literacy Standards for Student Learning. The AASL/AECT standards detail competencies for students in K-12.
• Since 1989, in the absence of national standards, many states, school districts, state university systems, and local institutions have developed information literacy competency standards. http://www.fiu.edu/~library/ili/iliweb.html