Information literacy competency standards for higher education
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Information literacy competency standards for higher education

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Published by ACRL in Chicago, IL .
Written in English

Subjects:

  • Academic libraries -- Standards -- United States,
  • Information technology -- Study and teaching -- United States

Book details:

Edition Notes

StatementAssociation of College and Research Libraries.
ContributionsAmerican Library Association.
The Physical Object
Pagination16 p. ;
Number of Pages16
ID Numbers
Open LibraryOL14430849M
OCLC/WorldCa44498343

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Information Literacy Competency Standards for Higher Educationprovides a framework for assessing the information literate Size: KB. Information Literacy Competency Standards for Higher Education. Standards, Performance Indicators, and Outcomes Standard One The information literate student determines the nature and extent of the information needed. Performance Indicators: 1. The information literate student defines and articulates the need for information. Outcomes Include: a. Developing the Information Literacy Competency Standards. Recognizing the role of critical thinking in the learning process, in the ACRL Board established a Task Force on Information Literacy Competency Standards and charged it to develop competency standards in this area for higher education.   Information Literacy Competency Standards for Higher Education. By CIE on Decem While looking for specific higher-ed competency definitions, I ran across About mid-way through the article, the authors include the section “Standards, Performance Indicators, and Outcomes” where five definitions appear.

Information Literacy Competency Standards for Higher Education (Chicago, ). 2. Grant Wiggins and Jay McTighe. Understanding by Design. (Alexandria, VA: Association for Supervision and Curriculum Development, ). 3. Threshold concepts are core or foundational concepts that, once grasped by the learner, create new perspectives and.   Information literacy is a key component of lifelong learning and is central to the mission of higher education. It enables students to master course content and extend their investigations beyond the classroom, become more self-directed, and assume greater control over their own : Thuli Dhlamini. Abstract: The Information Literacy Competency Standards for Higher Education (originally approved in January ) were rescinded by the ACRL Board of Directors on J , at the ALA Annual Conference in Orlando, Florida, which means they are no longer in force.   “Information Literacy Competency Standards for Higher Education” (ALA/ACRL, ). “Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians”; where indicators and standards are integrated with more specific objectives to facilitate teaching-learning process for some expected outcomes (ALA/ACRL, ).

ACRL is the source that the higher education community looks to for standards, guidelines, and frameworks on academic libraries. ACRL develops standards, guidelines, and frameworks to help libraries, academic institutions, and accrediting agencies understand the components of an excellent library. These standards, guidelines, frameworks, and model statements are reviewed and updated . ACRL Information Literacy Competency Standards for Higher Education JavaScript disabled or chat unavailable. The Association of College and Research Libraries defines information literacy as “a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the. The Information Literacy Competency Standards for Higher Education were rescinded by the ACRL Board of Directors on J , at the ALA Annual Conference in Orlando, Florida.. These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on Janu , at the Midwinter . The high-profile ACRL “Information Literacy Competency Standards for Higher Education” (ACRL, ) represent a comprehensive attempt to offer a legitimate framework for assessing IL at post-secondary level, by providing educators with a pre-determined list of desirable IL standards, and including a range of indicative “performance indicators” and learning outcomes in order to enable the construction of valid .