IL Outcomes and Assessment | Library Breadcrumb IL Outcomes and Assessment National Information Literacy Standards, Competencies, and Frameworks by Discipline Information Literacy in the Disciplines Framework for Information Literacy in Higher Education- ACRL ACRL Framework Companion Document- Education ACRL Framework Companion Document- Political Science, Public Policy, & International Relations ACRL Framework Companion Document- STEM ACRL Framework Companion Document- Writing and Literature ACRL Framework Companion Document- Sociology ACRL Framework Companion Document- Women & Gender Studies The information-literate UCR student is an active, critical, and ethical participant in the use and creation of information for academic, professional, personal, and community success About UCR Information Literacy Outcomes In brief: This set of Information Literacy Outcomes (ILO) is intended to aid faculty, librarians, instructors, and students in identifying the essential skills, knowledge, and values that collectively demonstrate information literacy (IL). The ILOs can be used to integrate IL into existing curriculum; design IL lessons and learning objects; and assess IL development. These goals and outcomes map to the national standards for IL, the Framework for Information Literacy in Higher Education , as well as aspire to reflect the unique culture and values of teaching and learning at UC Riverside. UCR Information Literacy Outcomes Recognizing information needs a. Refining a broad topic into a research question, argument, or search query b. Identifying information needs according to the research question c. Using reference and research tools to develop a research question or search query d. Editing and building upon an initial research question/query throughout the information-seeking process This looks like: As a student Developing a search strategy based on the assigned research question Using digital library resources to research the background of topic Adding new evidence or information based on peer/instructor feedback on initial drafts or versions of an assignment As a lifelong learner Seeking resources from a professional/industry organization to develop a new skill for work Using resources such as government websites or commercial search engines to research background information on a political candidate’s voting record Accessing reliable sources for researching a medical diagnosis or condition Seeking out relevant information a. Locating known information sources using citation or other information/metadata b. Strategically design a search by choosing an appropriate search method (keyword, subject information, descriptive information, controlled vocabulary, etc…) c. Applying iterative search techniques, such as editing search queries, and recursive search techniques, such as updating or adding keywords, based on initial search results d. Distinguishing between and selecting information sources appropriate to the context, including essential information tools of the discipline e. Knowing and using library and information support services and resources, including reference services and research guides f. Implementing a system to organize information searches, saved sources, and used citations This looks like: As a student Tracing the references found in an assigned reading to identify additional sources Identifying and locating a key journal by title for their field Using a formal (Zotero, EndNote) or informal (blank document, spreadsheet) system to organize sources used for an assignment As a lifelong learner Visiting the county website for information on government services Selecting keywords and search terms from a travel article to plan a trip Using an internal information source such as a wiki or intranet to locate human resources policies at work Evaluating information through a critical and contextual lens a. Selecting information sources based on accuracy, credibility, and relevancy b. Explaining how power, privilege, bias, and capital impact information creation, access, and use c. Critiquing models of information access for their ability to facilitate or restrict information seeking d. Practicing self-evaluation to counter bias and information silos e. Practicing open-mindedness when encountering new or conflicting information This looks like: As a student Describes their thought process for including selected citations but not others in a “Works Cited” list Uses alternative sources for course materials, such as course reserves or library collections Investigates outlier or conflicting information through other sources As a lifelong learner Accesses news media from a diversity of sources and in a variety of formats Critiques internet and social media sources for promoting and hindering information access and spread of mis/disinformation, and uses accordingly Navigates new models of information ownership and access such as licensing, streaming, and consumer data privacy impact their daily information use Integrating existing information in the creation of new information a. Identifying existing arguments in information sources to expand, critique, and/or draw conclusions b. Selecting types and formats of information to meet different information communication needs c. Integrating information through different methods such as quoting, paraphrasing, or summarizing d. Integrating information for different purposes, such as background information, presenting existing arguments, or method development and application e. Considering format, audience, and purpose when creating new works for dissemination This looks like: As a student Accesses a variety of sources, such as peer-reviewed empirical research, scholarly books, government data, or primary sources as appropriate to their information need Successfully uses the conventions of the format and the discipline when creating new information, such as a poster, research paper, report, or slide presentation Analyzes or critiques an argument or claim based on evidence As a lifelong learner Creates effective information visualizations for work Fact-checks news, politicians, and organizations Uses information sources like public libraries, online videos, and community groups to develop a hobby or skill Valuing the ethical and sustainable use of information a. Articulating the many reasons for citations, including how different citation styles reflect the diverse needs and values of their disciplines b. Applying style guides to effectively cite in traditional contexts, or to find effective solutions for less-traditional contexts c. Understanding the legal and ethical issues surrounding permissions, copyright, privacy, collection of personal information, “big data”/large language models, and human subjects d. Respecting cultural, legal, and ethical differences related to access, use, and dissemination of information e. Advocating for transparency and privacy in the collection and use of personal information This looks like: As a student Correctly uses style conventions of the discipline to cite new and non-traditional sources, such as social media Demonstrates cultural humility when interacting with information from individuals, institutions, or communities beyond their own As a lifelong learner Practices stewardship of their personal information, including awareness of how regulation and legislation impact the collection and sale of that data Follows legal, ethical, and best practices when using information in a work environment Critiques the development of new information technologies for their ethical implications, such as AI Tools for Information Literacy Assessment Information Literacy Assessment Rubric Useful for assessing projects such as term papers, research posters, and assignments that require additional sources, this tool also includes outcomes mapped to other national information literacy standards. Identifying Artifacts for Information Literacy Assessment Useful for assessing projects such as term papers, research posters, and assignments that require additional sources