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| | * resist the tendency to equate format with the underlying creation process; | | * resist the tendency to equate format with the underlying creation process; |
| | * understand that different methods of information dissemination with different purposes are available for their use. | | * understand that different methods of information dissemination with different purposes are available for their use. |
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| − | == Information Has Value ==
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| − | Knowledge Practices
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| − | Learners who are developing their information literate abilities
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| − | give credit to the original ideas of others through proper attribution and citation;
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| − | understand that intellectual property is a legal and social construct that varies by culture;
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| − | articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;
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| − | understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information;
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| − | recognize issues of access or lack of access to information sources;
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| − | decide where and how their information is published;
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| − | understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online;
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| − | make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.
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| − | Dispositions
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| − | Learners who are developing their information literate abilities
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| − | respect the original ideas of others;
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| − | value the skills, time, and effort needed to produce knowledge;
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| − | see themselves as contributors to the information marketplace rather than only consumers of it;
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| − | are inclined to examine their own information privilege.
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| − | == Research as Inquiry ==
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| − | Learners who are developing their information literate abilities
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| − | formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information;
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| − | determine an appropriate scope of investigation;
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| − | deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations;
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| − | use various research methods, based on need, circumstance, and type of inquiry;
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| − | monitor gathered information and assess for gaps or weaknesses;
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| − | organize information in meaningful ways;
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| − | synthesize ideas gathered from multiple sources;
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| − | draw reasonable conclusions based on the analysis and interpretation of information.
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| − | Dispositions
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| − | Learners who are developing their information literate abilities
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| − | consider research as open-ended exploration and engagement with information;
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| − | appreciate that a question may appear to be simple but still disruptive and important to research;
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| − | value intellectual curiosity in developing questions and learning new investigative methods;
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| − | maintain an open mind and a critical stance;
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| − | value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process;
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| − | seek multiple perspectives during information gathering and assessment;
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| − | seek appropriate help when needed;
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| − | follow ethical and legal guidelines in gathering and using information;
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| − | demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations).
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| − | == Scholarship as Conversation ==
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| − | === Knowledge Practices ===
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| − | Learners who are developing their information literate abilities
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| − | cite the contributing work of others in their own information production;
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| − | contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session;
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| − | identify barriers to entering scholarly conversation via various venues;
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| − | critically evaluate contributions made by others in participatory information environments;
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| − | identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge;
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| − | summarize the changes in scholarly perspective over time on a particular topic within a specific discipline;
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| − | recognize that a given scholarly work may not represent the only or even the majority perspective on the issue.
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| − | === Dispositions ===
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| − | Learners who are developing their information literate abilities
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| − | recognize they are often entering into an ongoing scholarly conversation and not a finished conversation;
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| − | seek out conversations taking place in their research area;
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| − | see themselves as contributors to scholarship rather than only consumers of it;
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| − | recognize that scholarly conversations take place in various venues;
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| − | suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood;
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| − | understand the responsibility that comes with entering the conversation through participatory channels;
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| − | value user-generated content and evaluate contributions made by others;
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| − | recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage.
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| − | == Searching as Strategic Exploration ==
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| − | === Knowledge Practices ===
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| − | Learners who are developing their information literate abilities
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| − | * determine the initial scope of the task required to meet their information needs;
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| − | * identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information;
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| − | * utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;
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| − | * match information needs and search strategies to appropriate search tools;
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| − | * design and refine needs and search strategies as necessary, based on search results;
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| − | * understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information;
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| − | * use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;
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| − | * manage searching processes and results effectively.
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| − | === Dispositions ===
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| − | Learners who are developing their information literate abilities
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| − | * exhibit mental flexibility and creativity
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| − | * understand that first attempts at searching do not always produce adequate results
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| − | * realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search
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| − | * seek guidance from experts, such as librarians, researchers, and professionals
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| − | * recognize the value of browsing and other serendipitous methods of information gathering
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| − | * persist in the face of search challenges, and know when they have enough information to complete the information task
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| | [[Категория:Образовательная политика]] | | [[Категория:Образовательная политика]] |
