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Information Literacy Framework

Overview of the ACRL Framework for Information Literacy

Frame Defined

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

Alignment with 2000 ACRL Standards

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.

Potential Learning Outcomes

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