INFORMATION LITERACY STANDARDS
Standard 1: The student who is information literate accesses information efficiently and effectively.
Indicator 1: Recognizes the need for information.
Students’ overview of a topic or issue demonstrates their understanding of how an idea connects to other ideas as well as other issues that may be involved in the main issue.
Indicator 2: Recognizes that accurate and comprehensive information is the basis for intelligent decision making.
Students understand there is information on more than one side of an issue and remain open to other perspectives; they also judge the completeness of their information before making a decision.
Indicator 3: Formulates questions based on information needs
Students change and refine their questions as their research proceeds by developing essential questions that go beyond simple fact-finding and that promote thoughtful interpretation, synthesis, and presentation of newly found knowledge.
Indicator 4: Identifies a variety of potential sources of information
Indicator 5: Develops and uses successful strategies for locating information
Students quickly and effectively locate the most relevant information for research questions within the sources they have gathered, and they vary their strategies according to the format, organization, and search capabilities of the sources and according to the particular issue they are researching
Standard 2: The student who is information literate evaluates information critically and competently.
Indicator 1: Determines accuracy, relevance, and comprehensiveness
Students realize they will find conflicting facts in different sources, and they determine the accuracy and relevance of information before taking notes. They determine the adequacy of information gathered according to the complexity of the topic, the research questions, and the product that is expected.
Indicator 2: Distinguishes among fact, point of view, and opinion
Students know when facts must be used, when opinions can be used, and how the validity of opinions can be verified. They determine how different points of view can influence the facts and opinions presented in controversial issues.
Indicator 3: Identifies inaccurate and misleading information
Students differentiate between misinterpreted or misstated facts and inaccuracies that are based on opinion, they can identify inaccuracies caused by leaving out or slanting information and they determine inaccuracies by gathering and comparing information from a wide range of sources.
Indicator 4: Selects information appropriate to the problem or question at hand
Students continually assess research questions and problems, and they select the main ideas and supporting details that accurately and comprehensively meet their specific information needs. They revise their topics and their search strategies as they uncover information that may not fit with previous knowledge or that offers a new direction of their topics.
Standard 3: The student who is information literate uses information accurately and creatively.
Indicator 1: Organizes information for practical application
Students organize information to make sense of it and to present it most effectively to others. They understand their intended audience, the demands of the presentation format, and the essential ideas in the topic or issue being presented.
Indicator 2: Integrates new information into one’s own knowledge
Students integrate new information into their current knowledge, drawing conclusions by developing new ideas based on information they gather and connecting new ideas with their prior knowledge.
Indicator 3: Applies information in critical thinking and problem solving
Students develop strategies for thinking through and solving information problems by effective synthesizing of appropriate information, new understanding, and conclusions drawn.
Indicator 4: Produces and communicates information and ideas in appropriate formats
Students select the format that most closely matches the needs of their intended audience, the requirements for visual or print representation, and the length of the presentation, and they math the format to the nature and complexity of ideas being presented.
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Indicator 1: Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits.
Students use the same criteria and strategies to locate and use information on personal topics as they do for academic topics. They test their understanding of information literacy strategies by using them for real-life purposes.
Indicator 2: Designs, develops, and evaluates information products and solutions related to personal interests.
Students apply information problem-solving skills to decisions they must make in their personal lives. They share information products with others who are also making personal decisions. They respond to feedback as they reflect on how they can make changes in products and solutions.
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
Indicator 1: Is a competent and self-motivated reader
Students seek a variety of information resources in different formats for information and personal enjoyment.
Indicator 2: Derives meaning from information presented creatively in a variety of formats
Students connect to larger ideas in the human experience and their own lives
Indicator 3: Develops creative products in a variety of formats
Students can identify and use media that match the purpose of their communication to communicate ideas and emotions most effectively.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Indicator 1: Assesses the quality of the process and product of personal information seeking
Students reflect on their own work and revise it based on feedback from others. They develop and intrinsic standard of excellence. They revise their information-seeking process by asking themselves questions such as: Do my questions really get to the heart of what I need to know? And, Have I found enough information to give an accurate picture of all sides of the issue: They approach research as a recursive process, revising the search as they answer their own assessment questions. They set their own criteria and check the quality of their own work.
Indicator 2: Devises strategies for revising, improving, and updating self-generated knowledge.
Students modify their work based on the specific task, and they use peer review, reaction panels, focus groups, comparison with models, and trial and revision strategies.
Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Indicator 1: Seeks information from diverse sources, contexts, disciplines, and cultures
Students seek diverse opinions and points of view, and they use multiple sources to actively attend to the context surrounding information, such as asking whose opinion, what cultural background, what historical context.
Indicator 2: Respects the principle of equitable access to information
Students diligently return materials on time, share access to limited resources, are aware of others’ rights and needs, and respect equitable access as the dominate culture of learning rather than perceiving it as an environment of strict enforcement of rules.
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Indicator 1: Respects the principle of intellectual freedom
Students encourage others to exercise their rights to free expression, they respect the ideas of others when working in groups, and they actively solicit ideas from every member of the group.
Indicator 2: Respects intellectual property rights
Students understand the concept of fair use and apply it, they recognize and diligently avoid plagiarism, they follow an information-seeking process to come to their own conclusions, they express their conclusions in their own words rather than copying the conclusions or arguments presented by others, and they follow bibliographic form and cite all information sources used.
Indicator 3: Uses information technology responsibly
Students follow acceptable use policies and guidelines, using equipment for the purposes intended, and leaving the equipment and materials in good working order.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information
Indicator 1: Shares knowledge and information with other
Students readily share information they have gathered with others in their group. They discuss ideas with others in the group, listen well, and change their own ideas when appropriate. They also help the group move to consensus after substantive conversation and sharing among all the members of the group.
Indicator 2: Respects others’ ideas and backgrounds and acknowledges their contribution
Students actively seek the contributions of every member of the group. They listen well in order to hear the point of view as well as the literal words of what others are saying, and they respond respectfully to the points of view and ideas of others.
Indicator 3: Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions
Students collaborate with others, both in person and through technologies, to identify information problems and to seek their solutions. They lead, facilitate, negotiate, and otherwise participate in defining the information needs of a group.
Indicator 4: Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions
Students assume responsibility for collaborating with others, either in person or through technology, to synthesize into a finished product. They initiate reflection and evaluation to their own and the group’s work, and they use the evaluation to improve content, delivery, and work habits.
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