Information literacy is defined by the Association of College and Research Libraries as the set of integrated abilities encompassing (1) the reflective discovery of information, (2) the understanding of how information is produced and valued, and (3) the use of information in creating new knowledge and participating ethically in communities of learning.
The Framework for Information Literacy for Higher Education is organized into six frames, each outlining a concept central to information literacy. The framework is designed with the understanding that practices are developed throughout students' academic careers as they move from novice to expert in their practices.
Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
Students who understand this concept critically examine credibility while keeping context in mind. They acknowledge biases and seek additional voices.
Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
Students who understand this concept consider the information creation process when matching sources to their needs.
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.
Students who understand this concept recognize the value of information and the rights and responsibilities of using and creating scholarship. They also recognize issues of power, access, and information privilege.
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
Students who understand this concept continually ask questions to guide and inform their research.
Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.
Students who understand this concept follow and participate in ongoing scholarly conversations. They also recognizing barriers to participation.
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.
Students who understand this concept search strategically with flexibility.
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