Information Literacy Core Concepts Framework for Information Literacy for Higher Education

What is Information Literacy?

The term "information literacy" has been in use for more than 40 years, and the definition has evolved over this time period. The Framework for Information Literacy for Higher Education (ACRL, 2016) defines information literacy as "the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning."

Core Information Literacy Concepts

The Framework identifies six core concepts related research, scholarship, and information use, that are important to developing student researchers: Authority is Constructed and Contextual, Information Creation as a Process, Information Has Value, Research as Inquiry, Scholarship as Conversation, and Searching as Strategic Exploration. These concepts represent understandings about research and scholarship that are often shared among experienced researchers across disciplines, but that may be unspoken and that novice learners may not yet recognize. However, without understanding these concepts, many common academic or professional research practices may not make sense.

Authority is Constructed and Contextual

Experienced researchers understand that information sources have different levels of authority and that this authority can be based on many factors, including the education or credentials of the information creator.

Experienced researchers also recognize the complex connections between authority and context, so that the situation in which information is needed and will be used can impact the level of authority that is needed, or what would be considered authoritative.

For more information on this concept, see: Authority is Constructed and Contextual.

Information Creation as a Process

Experienced researchers recognize that information products are created by different processes, have varying review processes, and come in many different formats, which reflect the differences in the creation process. Some information formats may be better suited for conveying certain types of information or meeting specific information needs. An understand of information creation and review processes is thus crucial for determining which types of sources may be appropriate to use in different situations.

For more information on this concept, see: Information Creation as a Process.

Information Creation as a Process

Information Has Value

Experienced researchers understand that information has value in many different contexts. While this may be financial value, it can also be personal, political, or social.

Because information is valuable, there are a number of factors (political, economic, legal) that influence the creation, access, and sharing of information. Experienced researchers critically consider the value of their own and others information when making decisions about information access, use, and sharing.

For more information on this concept, see: Information Has Value.

Research as Inquiry

Experienced researchers usually see research as a process focused on problems or questions within a discipline, or between disciplines, that are unanswered or unresolved, and recognize research as part of a collaborative effort to extend knowledge.

Experienced researchers recognize that research is not a simple, straightforward process of searching for, compiling, and summarizing existing information on a topic. Instead, they understand that research is a messy, iterative and open-ended engagement with information which requires patience, persistence, and adaptability. Within this process, finding answers often leads to new questions.

For more information on this concept, see: Research as Inquiry.

Scholarship as Conversation

Scholars, researchers, and professionals within a field engage in ongoing discussions in which ideas are continually being developed, debated, challenged, and, in some cases, rejected. While a scholarly consensus may develop on certain topics over time, for most topics or questions there will be multiple perspectives that do not always agree. The shape of the conversation may change over time as new voices enter.

Experienced researchers are able to locate, navigate, comprehend, and contribute to the conversations within their discipline or field.

For more information on this concept, see: Scholarship as Conversation.

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.

Experienced searchers shape their search to fit the information need, rather than relying on the same strategies, search systems, and search language without regard for the context of the search.

For more information on this concept, see: Searching as Strategic Exploration.

Searching as Strategic Exploration

To read the complete Framework, go to: Framework for Information Literacy for Higher Education.

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