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UNIV 1003 University Strategies: Information Literacy

ACRL Framework for Information Literacy

A diagram showing the six frames of information literacy (listed below)

The Framework for Information Literacy in Higher Education (ACRL, 2015) identifies concepts and best practices for information literacy instruction. It is based around six frames, or general concepts:

  • Authority is Constructed and Contextual
  • Information Creation as a Process
  • Information Has Value
  • Research as Inquiry
  • Scholarship as Conversation
  • Searching as Strategic Exploration

This framework is the basis for the library instruction you will receive in this class and includes valuable concepts that will help you to be successful in college and beyond. To learn more about the framework, click the link below.

Thinking about Information

What Is Information Literacy?

Information literacy is a set of skills that includes:

  • Information literacy is a set of skills and abilities that includes:

  • Determining the extent of information needed
  • [ability to] access needed information
  • Evaluate information and its sources critically
  • Use (and present) information ethically to accomplish a specific purpose

Information literacy skill sets

Why Does It Matter?

All of these skills are increasingly important because of the vast amount of information available and the variety of sources providing the information.

Lifelong Information Literacy

Working to become information literate does not end with graduation from college. Being information literate 

  • Helps in solving particular problems
  • Aids in making informed decision
  • Is considered to be the basis of democracy
  • Requires time, patience, and ongoing refinement
  • Is the hallmark of a lifelong learner

This section was adapted from:

Evaluating Resources

When your UNIV 1003 class visits the library, one thing you will learn more about is the 5 Ws - five questions you can ask yourself to help with evaluating resources.

Speech bubbles saying "Who?", "What?", "When?", "Where?", and "Why?"

Who?

  • Is an author listed?
  • What are their qualifications? (For scholarly sources, look for authors with a related degree)

What?

  • What is the article about? Is it relevant?
  • For scholarly journals, try looking at the abstract (a short summary), then moving on to the article if it looks promising.

When?

  • In some fields (e.g. technology), information becomes outdated quickly.
  • In others (e.g. history and literature), it stays relevant longer.

Where?

  • When looking at a research-based article, where was the research done?

Why?

  • What was the author's purpose?
  • Do they have a strong bias?