Searching as Strategic Exploration refers to the understanding that 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
Standard One: The information literate student determines the nature and extent of the information needed.
Standard Two: The information literate student accesses needed information effectively and efficiently.
Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
From: Hovious, Amanda. “Alignment Charts for ACRL Standards and Proposed Framework.” Google Docs, January 23, 2015.https://docs.google.com/document/d/1Wt5a2pYqblapfnSZoBBdo28EAgukUXbV0kdL5nSZ5UI/edit?usp=sharing.
Searching As Strategic Exploration
The act of searching often begins with a question that guides the finding of needed information. It includes inquiry, discovery, and serendipity. Information searching is also a contextualized, complex experience affected by the knowledge and experience of the searcher. Because information sources vary greatly in content, format, relevance, and value - depending on the needs and nature of the search - first attempts at searching do not always produce adequate results.
Outcomes
Students should be able to:
• Design searches strategically, selecting appropriate tools and systems to search for and evaluate results.
• Identify how information systems are organized in order to access relevant information.
• Refine searches and persist in the face of challenges.
Adapted from:
USC Libraries. (n.d.). Information Literacy Outcomes for Undergraduates. Retrieved from https://libraries.usc.edu/research/instructional-services/learning-outcomes