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Information Literacy Assessment

This guide is to assist in the development of tools to assess information literacy

Information Has Value

Information Has Value

Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.

The value of information is manifested in various contexts, including publishing practices, access to information, the commodification of personal information, and intellectual property laws. The novice learner may struggle to understand the diverse values of information in an environment where “free” information and related services are plentiful and the concept of intellectual property is first encountered through rules of citation or warnings about plagiarism and copyright law. As creators and users of information, experts understand their rights and responsibilities when participating in a community of scholarship. Experts understand that value may be wielded by powerful interests in ways that marginalize certain voices. However, value may also be leveraged by individuals and organizations to effect change and for civic, economic, social, or personal gains. Experts also understand that the individual is responsible for making deliberate and informed choices about when to comply with and when to contest current legal and socioeconomic practices concerning the value of information.

Knowledge Practices

Learners who are developing their information literate abilities

  • give credit to the original ideas of others through proper attribution and citation;
  • understand that intellectual property is a legal and social construct that varies by culture;
  • articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;
  • understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information;
  • recognize issues of access or lack of access to information sources;
  • decide where and how their information is published;
  • understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online;
  • make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.

Dispositions

Learners who are developing their information literate abilities

  • respect the original ideas of others;
  • value the skills, time, and effort needed to produce knowledge;
  • see themselves as contributors to the information marketplace rather than only consumers of it;
  • are inclined to examine their own information privilege.

 

​Copyright ACRL from http://www.ala.org/acrl/standards/ilframework#value​

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  • Students will recognize what constitutes plagiarism.
  • Students will be able to cite a source correctly and understand the reason for doing so.
  • Distinguish between plagiarism and copyright violations
  • Identify scholarly publication practices and their related implications for access to scholarly information
  • Identify why some groups/individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information
  • Students will be able to apply the four factors of fair use in order to determine the potential use of a copyrighted image in their work.
  • Students will be able to explain the value of citing sources in order to effectively use information sources in their writing.
  • Students will be able to evaluate a source using specific criteria in order to determine whether it meets their information need.

from the Private Academic Library Network of Indiana. "Framework for Information Literacy for Higher Education: Frame: Information Has Value."  Apr 11, 2018

Standard 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.

From: Hovious, Amanda. “Alignment Charts for ACRL Standards and Proposed Framework.” Google Docs, January 23, 2015.