Difference between revisions of "Science IL Standards and Teaching Ideas"

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The Information Literacy Standards for Science and Engineering/Technology were developed by the ALA/ACRL/STS Task Force on Information Literacy for Science and Technology. The complete standards, along with the introduction and works cited page, are found [http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.cfm here] on the ACRL website. The standards are below in their entirety; formatting was modified to reflect wiki standards but the content remains the same.  <br>
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===Introduction===
  
The STS Information Literacy Committee is compiling a list of teaching ideas or techniques for each performance indicator unique to science and engineering. Please feel free to add your own ideasCurrently we are not evaluating the teaching tips in any way--we are gathering as many tips as possible.
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The ALA/ACRL/STS Task Force on Information Literacy for Science and Technology developed the Information Literacy Standards for Science and Engineering/TechnologyYou can find the complete standards, along with the introduction and works cited page, [http://www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm here]. The standards are shown below in an abbreviated format; to see an entire standard with its accompanying [[Teaching Tips]], click on the standard title (e.g. Standard One.) For the entire standards document with teaching tips, see the [[Science IL Standards and Teaching Ideas]] page.
  
<br><br>
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The STS Information Literacy Committee is compiling a list of teaching ideas or techniques unique to science and engineering for each performance indicator. '''Please feel free to add your own ideas''' (see [[Science Information Literacy#Working with ACRL Wikis | Working with ACRL Wikis]]). As you add teaching tips, please <b>do not </b> edit the standards themselves. Currently we are not evaluating the teaching tips in any way—we are gathering as many tips as possible.
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<br>
 
Back to [[Science Information Literacy]]<br>
 
Back to [[Science Information Literacy]]<br>
  
===Standard One===
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=== [[ Standard One]] - Identifying information needs===
  
 
The information literate student determines the nature and extent of the information needed.
 
The information literate student determines the nature and extent of the information needed.
  
<b>Performance Indicators</b><br>
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Performance Indicators:
The information literate student:
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#Defines and articulates the need for information.
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#Identifies a variety of types and formats of potential sources for information.
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#Has a working knowledge of the literature of the field and how it is produced.
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#Considers the costs and benefits of acquiring the needed information.
  
1. Defines and articulates the need for information.<br>
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[[Teaching Tips]]
Outcomes include that the student:<br>
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: a. Identifies and/or paraphrases a research topic, or other information need such as that resulting from an assigned lab exercise or project. [[1.1.a Teaching Tip]]
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: b. Consults with instructor/advisor for appropriateness of topic, research project, or laboratory exercise question.
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: c. Develops a hypothesis or thesis statement and formulates questions based on the information need.
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: d. Explores general information sources to increase familiarity with current knowledge of the topic. [[1.1.d Teaching Tip]]
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: e. Defines or modifies the information need to achieve a manageable focus. [[1.1.e Teaching Tip]]
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: f. Identifies key concepts and terms that describe the information need. [[1.1.f Teaching Tip]]
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2. Identifies a variety of types and formats of potential sources for information.<br>
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Outcomes include that the student:
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: a. Identifies the purpose and audience of potential resources (e.g. popular vs. scholarly, current vs. historical, external vs. internal, primary vs. secondary vs. tertiary). [[1.2.a Teaching Tip]]
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: b. Considers experts or other researchers as potential information resources.
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: c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, patent, Geographic Information Systems, 3-D technology, open file report, audio/visual, book, graph, map). [[1.2.c Teaching Tip]]
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: d. Realizes that information may need to be constructed with raw data from primary sources or by experimentation.
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: e. Recognizes that potentially useful information or data in a variety of formats may be proprietary, have limited access, or may be freely available online.
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: f. Recognizes that potentially useful information may require specific data management expertise and that an understanding of the structure of organizations involved in producing the information aids in the identification of that information.
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3. Has a working knowledge of the literature of the field and how it is produced.<br>
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Outcomes include that the student:
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: a. Knows how scientific, technical, and related information is formally and informally produced, organized, and disseminated.
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: b. Recognizes that primary, secondary, and tertiary sources vary in importance and use with each discipline.
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: c. Is aware of the professional associations of the field and their literature. [[1.3.c Teaching Tip]]
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: d. Is knowledgeable of sources that are specific to the field, e.g. manuals, handbooks, patents, standards, material/equipment specifications, current rules and regulations, reference material routinely used in industry, manuals of industrial processes and practices, and product literature. [[1.3.d Teaching Tip]]
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: e. Recognizes that knowledge can be organized into disciplines and combinations of disciplines (multidisciplinary) that influence the way information is accessed and considers the possibility that the literature of other disciplines may be relevant to the information need. [[1.3.e Teaching Tip]]
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: f. Recognizes the value of archival information, recognizes how its use and importance may vary with each discipline, and recognizes the importance of preservation of information. [[1.3.f Teaching Tip]]
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4. Considers the costs and benefits of acquiring the needed information.<br>
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Outcomes include that the student:
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: a. Determines the availability of needed information and makes decisions on broadening the information seeking process beyond locally held resources. Some examples would be consulting with colleagues, independent information brokers, experts, and consultants in the field in addition to using interlibrary loan, nearby libraries, and information centers. [[1.4.a Teaching Tip]]
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: b. Recognizes that there may be a tradeoff between the value of the information and the time and cost to obtain it. [[1.4.b Teaching Tip]]
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: c. Formulates a realistic overall plan and timeline to acquire the needed information. [[1.4.c Teaching Tip]]
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: d. Recognizes the importance of a variety of information research areas that can be used to gain competitive advantage, track new products, improve processes, and monitor competitors and their marketing strategies. Some examples would be consulting with experts and consultants in a field, research into licensing opportunities, and patent and intellectual property research.
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: e. Recognizes that information needed may be in a foreign language and that translation may be necessary. [[1.4.e Teaching Tip]]
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===Standard Two===
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===[[Standard Two]] - Acquiring useful information===
 
The information literate student acquires needed information effectively and efficiently.
 
The information literate student acquires needed information effectively and efficiently.
  
<b>Performance Indicators</b><br>
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Performance Indicators:
The information literate student:
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#Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
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#Constructs and implements effectively designed search strategies.
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#Retrieves information using a variety of methods.
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#Refines the search strategy if necessary.
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#Extracts, records, transfers, and manages the information and its sources.
  
1. Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.<br>
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[[Teaching Tips]]
Outcomes include that the student:
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: a. Identifies appropriate investigative methods (e.g., literature search, laboratory experiment, simulation, fieldwork).
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: b. Investigates the scope, content, and organization of information retrieval systems. [[2.1.2 Teaching Tip]]
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: c. Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system.
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2. Constructs and implements effectively designed search strategies.<br>
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Outcomes include that the student:
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: a. Develops a research plan appropriate to the investigative method.
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: b. Identifies keywords, synonyms and related terms for the information needed and selects an appropriate controlled vocabulary specific to the discipline or information retrieval system. [[2.2.2 Teaching Tip]]
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: c. Uses other methods of search term input such as structure searching and image searching, specific to the discipline or information retrieval system. [[2.2.3 Teaching Tip]]
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: d. Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books).
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: e. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters, while recognizing similar search features across the systems (such as: e-mail alerts and save search options, search fields, and controlled vocabulary.) [[2.2.5 Teaching Tip]]
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: f. Follows citations and cited references to identify additional, pertinent articles. [[2.2.6 Teaching Tip]]
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3. Retrieves information using a variety of methods.<br>
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Outcomes include that the student:
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: a. Uses various relevant search systems to retrieve information in a variety of formats.
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: b. Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration.
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: c. Uses specialized online or in person services as needed to retrieve information and whenever unable to identify or locate appropriate materials (e.g., interlibrary loan/document delivery, librarians, library staff, professional associations, institutional research offices, community resources, subject experts, and practitioners). [[2.3.3 Teaching Tip]]
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: d. Uses surveys, letters, interviews, experiments, and other forms of inquiry to retrieve information or data, as appropriate for the research area or discipline.
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4. Refines the search strategy if necessary.<br>
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Outcomes include that the student:
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: a. Assesses the quantity, quality, accuracy, currency, and relevance of the search results and the limitations of the information retrieval systems or investigative methods to determine whether alternatives should be sought and used. [[2.4.1 Teaching Tip]]
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: b. Identifies gaps in the information retrieved and determines if the search strategy should be revised.
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: c. Repeats the search using the revised strategy or new systems or methods as necessary.
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5. Extracts, records, transfers, and manages the information and its sources.<br>
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Outcomes include that the student:
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: a. Selects the most appropriate technology for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, exploratory instruments, export of the information or record, or note taking). Examples of technologies to export information would be bibliographic management software, text conversion software, and spreadsheet software. [[2.5.1 Teaching Tip]]
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: b. Creates a system for organizing the information including tracking results of laboratory experiments, fieldwork, etc.
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: c. Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources. [[2.5.3 Teaching Tip]]
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: d. Records all pertinent citation information for future reference by downloading, printing, emailing, or manual notation. Uses various technologies to manage the information selected and organized, e.g., bibliographic management software.
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===Standard Three===
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===[[Standard Three]] - Evaluating information===
 
The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.
 
The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.
  
<b>Performance Indicators</b><br>
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Performance Indicators:
The information literate student:
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#Summarizes the main ideas to be extracted from the information gathered.
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#Selects information by articulating and applying criteria for evaluating both the information and its sources.
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#Synthesizes main ideas to construct new concepts.
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#Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
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#Validates understanding and interpretation of the information through discourse with other individuals, small groups or teams, subject-area experts, and/or practitioners.
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#Determines whether the initial query should be revised.
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#Evaluates the procured information and the entire process.
  
1. Summarizes the main ideas to be extracted from the information gathered.<br>
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[[Teaching Tips]]
Outcomes include that the student:
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: a. Applies an understanding of the structure of a scientific paper and uses sections, such as the abstract or conclusion, to summarize the main ideas.
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: b. Selects main ideas from the text.
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: c. Identifies verbatim material that can then be appropriately quoted.  [[3.1.c Teaching Tip]]
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2. Selects information by articulating and applying criteria for evaluating both the information and its sources.<br>
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Outcomes include that the student:
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: a. Distinguishes between primary, secondary, and tertiary sources, and recognizes how location of the information source in the cycle of scientific information relates to the credibility of the information. 
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: b. Distinguishes among facts, points of view, and opinion.  [[3.2.a Teaching Tip]]
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: c. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias.  [[3.2.b Teaching Tip]]
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: d. Analyzes the structure and logic of supporting arguments or methods.
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: e. Understands and uses statistical treatment of data as evaluative criteria.
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: f. Recognizes prejudice, deception, or manipulation in the information or its use.
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: g. Recognizes the cultural, physical, or other context within which the information was created, and understands the impact of context on interpreting the information.
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3. Synthesizes main ideas to construct new concepts.<br>
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Outcomes include that the student:
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: a. Recognizes interrelationships among concepts and combines them into potentially useful primary statements and/or summary of findings with supporting evidence.
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: b. Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information.
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: c. Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena.
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4. Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.<br>
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Outcomes include that the student:
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: a. Determines whether information satisfies the research or other information need.
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: b. Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources.
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: c. Draws conclusions based upon information gathered.
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: d. Tests theories with discipline-appropriate techniques (e.g., simulators, experiments).
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: e. Determines probable accuracy by questioning the source of the information, limitations of the information gathering tools or strategies, and the reasonableness of the conclusions.
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: f. Integrates new information with previous information or knowledge.
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: g. Determines whether information provides evidence relevant to the information need or research question.
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: h. Includes information that is pertinent even when it contradicts the individual's value system, and includes it without skewing it.
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5. Validates understanding and interpretation of the information through discourse with other individuals, small groups or teams, subject-area experts, and/or practitioners.<br>
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Outcomes include that the student:
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: a. Participates in classroom and virtual/electronic discussions (e.g., email, bulletin boards, chat rooms) and uses discussions for validating understanding and interpretation of the information.
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: b. Works effectively in small groups or teams.
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: c. Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs).
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6. Determines whether the initial query should be revised.<br>
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Outcomes include that the student:
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: a. Determines if original information need has been satisfied or if additional information is needed.
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: b. Reviews search strategy and incorporates additional concepts as necessary.
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: c. Reviews information retrieval sources used and expands to include others as needed.
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7. Evaluates the procured information and the entire process.<br>
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Outcomes include that the student:
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: a. Reviews and assesses the procured information and determines possible improvements in the information seeking process.
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: b. Applies the improvements to subsequent projects.
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===Standard Four===
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===[[Standard Four]] - Effective, ethical use of information===
 
The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.
 
The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.
  
<b>Performance Indicators</b><br>
+
Performance Indicators:
The information literate student:
+
#Understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
 +
#Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
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#Acknowledges the use of information sources in communicating the product or performance.
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#Applies creativity in use of the information for a particular product or performance.
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#Evaluates the final product or performance and revises the development process used as necessary.
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#Communicates the product or performance effectively to others.
  
1. Understands many of the ethical, legal and socio-economic issues surrounding information and information technology.<br>
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[[Teaching Tips]]
Outcomes include that the student:
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: a. Identifies and discusses issues related to privacy and security in both the print and electronic environments.
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: b. Identifies and discusses issues related to free vs. fee-based access to information. [[4.1.2 Teaching Tip]]
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: c. Identifies and discusses issues related to censorship and freedom of speech.
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: d. Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material and research data.
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2. Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.<br>
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Outcomes include that the student:
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: a. Participates in electronic discussions following accepted practices (e.g. "Netiquette").
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: b. Uses approved passwords and other forms of ID for access to information resources ethically.
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: c. Complies with institutional policies on access to and distribution of information resources.
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: d. Preserves the integrity of information resources, equipment, systems and facilities.
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: e. Legally obtains, stores, and disseminates text, data, images, or sounds.
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: f. Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own. This includes the work of other members of research teams.
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: g. Demonstrates an understanding of federal, state, and institutional policies related to the use of human and animal subjects in research.
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3. Acknowledges the use of information sources in communicating the product or performance.<br>
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Outcomes include that the student:
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: a. Selects an appropriate documentation style for each research project and uses it consistently to cite sources.[[4.3.1 Teaching Tips]]
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: b. Posts permission granted notices, as needed, for copyrighted material.
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: c. Acknowledges all contributors, funding sources, grants, etc. Complies with reporting and other requirements related to grants.
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4. Applies creativity in use of the information for a particular product or performance.<br>
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Outcomes include that the student:
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: a. Selects, analyzes, organizes, summarizes, and/or synthesizes information from a variety of resources.[[4.4.1 Teaching Tips]]
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: b. Explores the use of advanced information technologies, such as data mining and visualization to move beyond retrieval and identify trends and patterns within large sets of complex research data.
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5. Evaluates the final product or performance and revises the development process used as necessary.<br>
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Outcomes include that the student:
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: a. Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process.
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: b. Reflects on past successes, failures, and alternative strategies.
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: c. Applies devised improvements to subsequent projects.
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6. Communicates the product or performance effectively to others.<br>
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Outcomes include that the student:
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: a. Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience.
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: b. Uses a range of information technology applications in creating the product or performance.
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: c. Incorporates principles of design in the product or performance.
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: d. Communicates clearly and succinctly, if appropriate, with a style that supports the purposes of the intended audience.
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===Standard Five===
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 +
===[[Standard Five]] - Lifelong learning===
 
The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.
 
The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.
  
<b>Performance Indicators</b><br>
+
Performance Indicators:
The information literate student:
+
#Recognizes the value of ongoing assimilation and preservation of knowledge in the field.
 +
#Uses a variety of methods and emerging technologies for keeping current in the field.
  
1. Recognizes the value of ongoing assimilation and preservation of knowledge in the field.<br>
+
[[Teaching Tips]]
Outcomes include that the student:
+
 
: a. Recognizes that, for a professional, it is necessary to keep up with new developments that are published in the literature of the field.
+
[[Science IL Standards and Teaching Ideas#Introduction | top]]
: b. Recognizes that learning about information gathering is an ongoing process as the source, format, software requirements, and delivery method of needed information changes and evolves with time.
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: c. Is able to apply information access skills learned in one subject area to another.
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: d. Understands the importance of archiving information so that it will survive company mergers, outdated access technologies, personnel departures, etc.
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2. Uses a variety of methods and emerging technologies for keeping current in the field.<br>
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Outcomes include that the student:
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: a. Establishes current awareness services and follows citation and cited references for pertinent articles.[[5.2.a Teaching Tips]]
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: b. Uses online table of contents scanning, review journals, and other forms of rapid communication literature.[[5.2.b Teaching Tips]]
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: c. Manages files of citations of articles read or accessed (such as through use of bibliographic management software).[[5.2.c Teaching Tips]]
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: d. Uses bibliometric analysis tools to update knowledge of changing technology and product life cycles (such as by analyzing a company's published papers and/or patent portfolio).
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: e. Recognizes emerging forms and methods of scholarly publishing in the field. Recent examples are: the use of blogs, RSS feeds, open access journals, and freely available online research data.
+
  
<br>
 
 
Back to [[Science Information Literacy]]
 
Back to [[Science Information Literacy]]

Latest revision as of 11:53, 27 March 2012

Introduction

The ALA/ACRL/STS Task Force on Information Literacy for Science and Technology developed the Information Literacy Standards for Science and Engineering/Technology. You can find the complete standards, along with the introduction and works cited page, here. The standards are shown below in an abbreviated format; to see an entire standard with its accompanying Teaching Tips, click on the standard title (e.g. Standard One.) For the entire standards document with teaching tips, see the Science IL Standards and Teaching Ideas page.

The STS Information Literacy Committee is compiling a list of teaching ideas or techniques unique to science and engineering for each performance indicator. Please feel free to add your own ideas (see Working with ACRL Wikis). As you add teaching tips, please do not edit the standards themselves. Currently we are not evaluating the teaching tips in any way—we are gathering as many tips as possible.


Back to Science Information Literacy

Standard One - Identifying information needs

The information literate student determines the nature and extent of the information needed.

Performance Indicators:

  1. Defines and articulates the need for information.
  2. Identifies a variety of types and formats of potential sources for information.
  3. Has a working knowledge of the literature of the field and how it is produced.
  4. Considers the costs and benefits of acquiring the needed information.

Teaching Tips

Standard Two - Acquiring useful information

The information literate student acquires needed information effectively and efficiently.

Performance Indicators:

  1. Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
  2. Constructs and implements effectively designed search strategies.
  3. Retrieves information using a variety of methods.
  4. Refines the search strategy if necessary.
  5. Extracts, records, transfers, and manages the information and its sources.

Teaching Tips

Standard Three - Evaluating information

The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.

Performance Indicators:

  1. Summarizes the main ideas to be extracted from the information gathered.
  2. Selects information by articulating and applying criteria for evaluating both the information and its sources.
  3. Synthesizes main ideas to construct new concepts.
  4. Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
  5. Validates understanding and interpretation of the information through discourse with other individuals, small groups or teams, subject-area experts, and/or practitioners.
  6. Determines whether the initial query should be revised.
  7. Evaluates the procured information and the entire process.

Teaching Tips

Standard Four - Effective, ethical use of information

The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.

Performance Indicators:

  1. Understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
  2. Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
  3. Acknowledges the use of information sources in communicating the product or performance.
  4. Applies creativity in use of the information for a particular product or performance.
  5. Evaluates the final product or performance and revises the development process used as necessary.
  6. Communicates the product or performance effectively to others.

Teaching Tips

Standard Five - Lifelong learning

The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.

Performance Indicators:

  1. Recognizes the value of ongoing assimilation and preservation of knowledge in the field.
  2. Uses a variety of methods and emerging technologies for keeping current in the field.

Teaching Tips

top

Back to Science Information Literacy
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