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

Overview and advice for using the Framework

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.

Visual Overview

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.

Key Aspects

  • Not all information is equal.
  • Not all information is free. Sometimes it’s worth paying more for information.
  • It’s not fair! Not all people have the same access to information.
  • Don’t steal! Cite sources, and check copyright status. Just because it’s out there doesn’t mean you can use it.
  • Information is valuable and powerful, including your personal information. Be aware of what you are sharing.

Possible Learning Objectives

  • Cite a source correctly.
  • Explain the value of citing sources in order to effectively use information sources in their writing.
  • Define what constitutes plagiarism.
  • Distinguish between plagiarism and copyright violations.
  • Apply the four factors of fair use in order to make decisions about using copyrighted material in their work.
  • Describe several different scholarly publication practices and extrapolate implications for access to scholarly information.
  • Explain why some groups or individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information.    
  • Identify situations where information consumers need to spend money -- either the student’s own or mediated via the library -- in order to obtain necessary information.
  • Recognize that all information comes at a cost, and that digital identity may be used for profit or political/social persuasion in exchange for information.

Classroom Activities

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

ACRL IL Framework Task Force

Private Academic Library Network of Indiana logo

This guide was created by a task force of PALNI librarians. 

Task Force Members:
Eric Bradley | Goshen College / PALNI
David Dunham | [formerly] Taylor University
Sally Neal | Butler University
Amber Pavlina | University of Saint Francis
Catherine Pellegrino | Saint Mary's College

Literature Review

Creative Commons License

Framework for Information Literacy for Higher Education by PALNI's ACRL IL Framework Task Force is licensed under a Creative Commons Attribution 4.0 International License unless marked otherwise. PALNI’s logos and branding template are not covered by this license, and all rights to such material are reserved.