Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning. (Association of College & Research Libraries, 2015)¹

Information Literacy at Azusa Pacific University:

During a course, students may develop information literacy by 

• Thinking critically to find, access, and engage appropriate resources
• Identifying how information in this course’s discipline is produced and valued
• Conducting quality research activities, even to create new knowledge
• Participating ethically in this course’s community of learning²

The ACRL Information Literacy Framework is organized into six frames, each consisting of a concept/standard essential to the information literacy process. An easy to understand summary of the 6 frames can be found at "How Information Works". 

The Six(6) Frames: 

1. Authority is Constructed and Contextual
2. Information Creation as a Process
3. Information Has Value
4. Research as Inquiry
5. Scholarship as Conversation
6. Searching as Strategic Exploration

Below is a user-friendly translation of the six frames in addition to the student learning outcomes for each frame. The function is restated for each frame and to demonstrate the interconnection between the concepts in the information literacy process which provides a step-by-step approach for conducting college-level research.³

Student Learning Outcomes:

By the time students graduate, they will be able to:

1. State/Identify what is needed (Research as Inquiry)
   • Form questions for research of an appropriate scope, based on information gaps or by reexamining existing information
   • Select research methodology(ies) based on need, circumstance, and type of inquiry
   • Evaluate information from a variety of perspectives in order to shape their own knowledge base
   • Demonstrate persistence, adaptability, and reflection as components of inquiry
   • Organize information systematically in order to reflect on inquiry
2. Choose/Select resources (Information Creation as a Process)
   • Distinguish between format and method of access, understanding that these are separate entities
   • Articulate the capabilities and constraints of various processes of information creation
   • Select a source that best meets an information need based on the audience, [and] context, and purpose of various formats
3. Search available resources (Searching as Strategic Exploration)
   • Design and refine search strategies as necessary, based on search results
   • Identify and understand how information systems (i.e., collections of information) are organized in order to access relevant information
   • Reflect on the search process for the purpose of refining searches, persisting in the face of challenges, and knowing when there is enough information to complete the information task
4. Evaluate materials within the resources (Authority is Constructed and Contextual)
   • Identify markers of authority recognized by disciplines, professions, and other communities of knowledge and practice
   • Identify authoritative information sources based on the information need
   • Debate the ways privilege influences perception of authority
   • Acknowledge that they themselves may be seen as a developing authority in particular contexts and recognize the responsibilities this entails
     
5. Synthesize the materials to solve a problem or create a product (Scholarship as Conversation)
   • Contribute to the scholarly conversation by becoming a creator or critic
   • Identify the contributions that particular information sources make within an ongoing conversation
   • Describe the way that systems privilege some perspectives and present barriers to others
     
6. Cite sources used (Information has Value)
   • Identify publication practices for how information is accessed and valued
   • Recognize that intellectual property is a legal concept that is socially constructed according to different professions or communities
   • Give credit to the original ideas of others through attribution and/or formal conventions
   • Manage personal and academic information online with an understanding of the commodification of that information

¹ACRL, http://www.ala.org/acrl/standards/ilframework
²Azusa Pacific University Information Literacy syllabus statement
³Section adapted with permission from http://library.lasalle.edu/c.php?g=131004&p=856611

Go to Modules to get started with the course.