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Framework for Information Literacy for Higher Education: Frame: Information Creation as a Process

Collection of information literacy learning outcomes from PALNI member schools

Framework Defined

Information Creation as a Process refers to the understanding that the purpose, message, and delivery of information are intentional acts of creation. Recognizing the nature of information creation, experts look to the underlying processes of creation as well as the final product to critically evaluate the usefulness of the information.

In earlier drafts of the Framework this was referred to as called Format as a Process

Alignment with 2000 ACRL Standards

Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

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.

Framework Links

Possible Learning Objectives

  • Students will be familiar with library building locations and service points.
  • Students will know the purpose and extent of the reference collection.
  • Students will be able to differentiate between a magazine and a scholarly periodical.
  • Students will evaluate information with set criteria.
  • Students will understand the variety of information formats and can conduct searches for various formats.
  • Articulate the purposes of various types of information as well as their distinguishing characteristics
  • Distinguish between format and method of access, understanding that these are separate entities
  • Identify which types of information best meet particular information needs
  • Have students explore the creation of a Wikipedia entry versus that of a scholarly journal article.
  • Students will be able to thoughtfully find published primary sources in order to include first-person perspectives in their research project.

Ideas to Incorporate into Classroom

  • Chalk talk: have students in small groups write various formats of sources for a given topic, outside of peer-reviewed, and then discuss their thoughts on how useful these formats would be to their literature reviews
  • Evidence-based research in nursing (1st quarter nursing students) - have groups determine different types of evidence-based research on either articles given to them or they find - what type of evidence-based research it is (case study, double-blind, systematic review) and share with one other group or report out to group
  • Groups will each get an item, (citation?), newspaper, academic article, book, magazine article, webpage or blog. They will try to understand the “role” of each in the research process by defining its format closely, even though online it is harder to define.