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Framework for Information Literacy for Higher Education: Frame: Information Has Value

Collection of information literacy learning outcomes from PALNI member schools

Framework Defined

The Information Has Value frame refers to the understanding that 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. The flow of information through systems of production and dissemination is impacted by legal, sociopolitical, and economic interests.

Alignment with 2000 ACRL Standards

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. https://docs.google.com/document/d/1Wt5a2pYqblapfnSZoBBdo28EAgukUXbV0kdL5nSZ5UI/edit?usp=sharing.

Framework Links

Possible Learning Objectives

  • 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
  • Student is willing to commit resources (time and/or $) to keeping current with chiropractic research for the benefit of practice management and patient care.
  • 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.

Ideas to Incorporate into Classroom

  • Think/pair/share on consequences of NOT using and benefits of using recommended resources
    think aloud: why do library databases exist?
  • Contest between two groups (Google and Academic Search Premier)
  • Brainstorming how using and citing information sources will help with their individual paper topics - various ways
  • Jigsaw - small groups become expert on assigned format (reputable blog, scholarly journal, magazine…) Might provide example of each format or assignment ahead
  • Jigsaw - each group is assigned to evaluate based on a particular criteria (authority, etc.) of that source