Coding agenda based on the ACRL (2000) standards and performance indicators
| Main categories | Categories | Examples | Definition |
|---|---|---|---|
| Standard 1: the information literate student determines the nature and extent of the information needed | Performance Indicator 1: the information literate student defines and articulates the need for information | “At the beginning of your research you have to define search terms appropriate for your research aims” | Conferring with instructors and participates in class discussions, peer workgroups and electronic discussions to identify a research topic, or other information need Developing a thesis statement and formulates questions based on the information need Exploring general information sources to increase familiarity with the topic Defining or modifying the information need to achieve a manageable focus Identifying key concepts and terms that describe the information need Recognizing that existing information can be combined with original thought, experimentation, and/or analysis to produce new information |
| Performance Indicator 2: the information literate student identifies a variety of types and formats of potential sources for information | “Especially with bibliographies in German studies you will often find combinations of both primary and secondary sources” | Knowing how information is formally and informally produced, organized and disseminated Recognizing that knowledge can be organized into disciplines that influence the way information is accessed Identifying the value and differences of potential resources in a variety of formats (e.g. multimedia, database, website, data set, audio/visual, book) Identifying the purpose and audience of potential resources (e.g. popular vs scholarly, current vs historical) Differentiating between primary and secondary sources, recognizing how their use and importance vary with each discipline Realizing that information may need to be constructed with raw data from primary sources | |
| Performance Indicator 3: the information literate student considers the costs and benefits of acquiring the needed information | “A compromise would be to buy a used book, which should not be too old” | Determining the availability of needed information and making decisions on broadening the information-seeking process beyond local resources (e.g. interlibrary loan; using resources at other locations; obtaining images, videos, text or sound) Considering the feasibility of acquiring a new language or skill (e.g. foreign or discipline based) in order to gather needed information and to understand its context Defining a realistic overall plan and timeline to acquire the needed information | |
| Performance Indicator 4: the information literate student reevaluates the nature and extent of the information need | “Before you start your research you have to answer the following basic questions: What are you looking for? What content do I need? What is the aim of my research?” | Reviewing the initial information need to clarify, revise or refine the question Describing criteria used to make information decisions and choices | |
| Standard 2: the information literate student accesses needed information effectively and efficiently | Performance Indicator 1: the information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information | “The quality of the obtained information might vary and most of the information is probably not relevant. Nevertheless, you still have to look though all of them, which makes searches through search engines more time consuming than they initially appear” | Identifying appropriate investigative methods (e.g. laboratory experiment, simulation, fieldwork) Investigating benefits and applicability of various investigative methods Investigating the scope, content and organization of information retrieval systems Selecting efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system |
| Performance Indicator 2: the information literate student constructs and implements effectively designed search strategies | “In contrast to the picture of the needle in a haystack there are strategies for searching scientific information, which do not guarantee good results, but make them more likely” | Developing a research plan appropriate to the investigative method Identifying keywords, synonyms and related terms for the information needed Selecting controlled vocabulary specific to the discipline or information retrieval source Constructing 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) Implementing the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters Implementing the search using investigative protocols appropriate to the discipline | |
| Performance Indicator 3: the information literate student retrieves information online or in person using a variety of methods | “The advanced search allows much more complex queries. The search can be limited to a language or country, file format, year of publication, the position of the search term within the document and the licensing” | Using various search systems to retrieve information in a variety of formats Using 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 Using specialized online or in person services available at the institution to retrieve information needed (e.g. interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners) Using surveys, letters, interviews and other forms of inquiry to retrieve primary information | |
| Performance Indicator 4: the information literate student refines the search strategy if necessary | “During your research you might have to adopt your search queries. To be able to do that, you need to evaluate the results of each of your searches” | Assessing the quantity, quality and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized Identifying gaps in the information retrieved and determines if the search strategy should be revised Repeating the search using the revised strategy as necessary | |
| Performance Indicator 5: the information literate student extracts, records and manages the information and its sources | “Search results can be saved and exported” | Selecting among various technologies the most appropriate one for the task of extracting the needed information (e.g. copy/paste software functions, photocopier, scanner, audio/visual equipment or exploratory instruments) Creating a system for organizing the information Differentiating between the types of sources cited and understanding the elements and correct syntax of a citation for a wide range of resources Recording all pertinent citation information for future reference Using various technologies to manage the information selected and organized | |
| Standard 3: the information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system | Performance Indicator 1: the information literate student summarizes the main ideas to be extracted from the information gathered | “First you have to evaluate your search results content-wise and formally, to select the relevant publications and prepare their further use” | Reading the text and selecting main ideas Restating textual concepts in his/her own words and selecting data accurately Identifying verbatim material that can be then appropriately quoted |
| Performance Indicator 2: the information literate student articulates and applies initial criteria for evaluating both the information and its sources | “Special attention is paid to the origin, meaning and use of the individual lemmas” | Examining and comparing information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness and point of view or bias Analyzing the structure and logic of supporting arguments or methods Recognizing prejudice, deception or manipulation Recognizing the cultural, physical or other context within which the information was created and understanding the impact of context on interpreting the information | |
| Performance Indicator 3: the information literate student synthesizes main ideas to construct new concepts | “Additionally you use the work of others to describe the overall context of your work” | Recognizing interrelationships among concepts and combining them into potentially useful primary statements with supporting evidence Extending initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information Utilizing computer and other technologies (e.g. spreadsheets, databases, multimedia and audio or visual equipment) for studying the interaction of ideas and other phenomena | |
| Performance Indicator 4: the information literate student compares new knowledge with prior knowledge to determine the value added, contradictions or other unique characteristics of the information | “It is important that you carefully select your literature, to have a profound foundation for your topic and to be able to justify your arguments” | Determining whether information satisfies the research or other information need Using consciously selected criteria to determine whether the information contradicts or verifies information used from other sources Drawing conclusions based upon information gathered Testing theories with discipline-appropriate techniques (e.g. simulators, experiments) Determining probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies and the reasonableness of the conclusions Integrating new information with previous information or knowledge Selecting information that provides evidence for the topic | |
| Performance Indicator 5: the information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences | “Researchers use discipline-specific methods and theories. Without prior knowledge of the subject, it is often not possible to completely understand arguments in literature from other disciplines and to use them appropriately for the own research” | Investigating differing viewpoints encountered in the literature Determining whether to incorporate or reject viewpoints encountered | |
| Performance Indicator 6: the information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts and/or practitioners | “The concept of social networks where individuals support the broader community has a long tradition in the discipline of mathematics” | Participating in classroom and other discussions Participating in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g. e-mail, bulletin boards, chat rooms) Seeking expert opinion through a variety of mechanisms (e.g. interviews, e-mail, listservs) | |
| Performance Indicator 7: the information literate student determines whether the initial query should be revised | “Various aspects and your focus areas might change while you work on a topic” | Determining if original information need has been satisfied or if additional information is needed Reviewing search strategy and incorporating additional concepts as necessary Reviewing information retrieval sources used and expanding to include others as needed | |
| Standard 4: the information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose | Performance Indicator 1: the information literate student applies new and prior information to the planning and creation of a particular product or performance | “This chapter describes how you can re-use the obtained information for your own work” | Organizing the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards) Articulating knowledge and skills transferred from prior experiences to planning and creating the product or performance Integrating the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance manipulating digital text, images and data, as needed, transferring them from their original locations and formats to a new context |
| Performance Indicator 2: the information literate student revises the development process for the product or performance | “Please make sure that you always check citations and bibliographies that have been generated through a software” | Maintaining a journal or log of activities related to the information seeking, evaluating and communicating process Reflecting on past successes, failures and alternative strategies | |
| Performance Indicator 3: the information literate student communicates the product or performance effectively to others | “An aspect of scientific working is also to present your own knowledge” | Choosing a communication medium and format that best supports the purposes of the product or performance and the intended audience Using a range of information technology applications in creating the product or performance Incorporating principles of design and communication Communicating clearly and with a style that supports the purposes of the intended audience | |
| Standard 5: 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 | Performance Indicator 1: the information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology | “The detailed algorithm behind the ranking is often kept as secret of the search engine operator” | Identifying and discussing issues related to privacy and security in both the print and electronic environments Identifying and discussing issues related to free vs fee-based access to information Identifying and discussing issues related to censorship and freedom of speech Demonstrating an understanding of intellectual property, copyright and fair use of copyrighted material |
| Performance Indicator 2: the information literate student follows laws, regulations, institutional policies and etiquette related to the access and use of information resources | “Usually your school or professor will provide guidelines which citation style has to be used” | Participating in electronic discussions following accepted practices (e.g. “Netiquette”) Using approved passwords and other forms of ID for access to information resources Complying with institutional policies on access to information resources Preserving the integrity of information resources, equipment, systems and facilities Legally obtaining, storing and disseminating text, data, images or sounds Demonstrating an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own Demonstrating an understanding of institutional policies related to human subjects research | |
| Performance Indicator 3: the information literate student acknowledges the use of information sources in communicating the product or performance | “Choose an citation style and follow it throughout your work” | Selecting an appropriate documentation style and using it consistently to cite sources Posting permission granted notices, as needed, for copyrighted material |
| Main categories | Categories | Examples | Definition |
|---|---|---|---|
| Standard 1: the information literate student determines the nature and extent of the information needed | Performance Indicator 1: the information literate student defines and articulates the need for information | “At the beginning of your research you have to define search terms appropriate for your research aims” | Conferring with instructors and participates in class discussions, peer workgroups and electronic discussions to identify a research topic, or other information need |
| Performance Indicator 2: the information literate student identifies a variety of types and formats of potential sources for information | “Especially with bibliographies in German studies you will often find combinations of both primary and secondary sources” | Knowing how information is formally and informally produced, organized and disseminated | |
| Performance Indicator 3: the information literate student considers the costs and benefits of acquiring the needed information | “A compromise would be to buy a used book, which should not be too old” | Determining the availability of needed information and making decisions on broadening the information-seeking process beyond local resources (e.g. interlibrary loan; using resources at other locations; obtaining images, videos, text or sound) | |
| Performance Indicator 4: the information literate student reevaluates the nature and extent of the information need | “Before you start your research you have to answer the following basic questions: What are you looking for? What content do I need? What is the aim of my research?” | Reviewing the initial information need to clarify, revise or refine the question | |
| Standard 2: the information literate student accesses needed information effectively and efficiently | Performance Indicator 1: the information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information | “The quality of the obtained information might vary and most of the information is probably not relevant. Nevertheless, you still have to look though all of them, which makes searches through search engines more time consuming than they initially appear” | Identifying appropriate investigative methods (e.g. laboratory experiment, simulation, fieldwork) |
| Performance Indicator 2: the information literate student constructs and implements effectively designed search strategies | “In contrast to the picture of the needle in a haystack there are strategies for searching scientific information, which do not guarantee good results, but make them more likely” | Developing a research plan appropriate to the investigative method | |
| Performance Indicator 3: the information literate student retrieves information online or in person using a variety of methods | “The advanced search allows much more complex queries. The search can be limited to a language or country, file format, year of publication, the position of the search term within the document and the licensing” | Using various search systems to retrieve information in a variety of formats | |
| Performance Indicator 4: the information literate student refines the search strategy if necessary | “During your research you might have to adopt your search queries. To be able to do that, you need to evaluate the results of each of your searches” | Assessing the quantity, quality and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized | |
| Performance Indicator 5: the information literate student extracts, records and manages the information and its sources | “Search results can be saved and exported” | Selecting among various technologies the most appropriate one for the task of extracting the needed information (e.g. copy/paste software functions, photocopier, scanner, audio/visual equipment or exploratory instruments) | |
| Standard 3: the information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system | Performance Indicator 1: the information literate student summarizes the main ideas to be extracted from the information gathered | “First you have to evaluate your search results content-wise and formally, to select the relevant publications and prepare their further use” | Reading the text and selecting main ideas |
| Performance Indicator 2: the information literate student articulates and applies initial criteria for evaluating both the information and its sources | “Special attention is paid to the origin, meaning and use of the individual lemmas” | Examining and comparing information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness and point of view or bias | |
| Performance Indicator 3: the information literate student synthesizes main ideas to construct new concepts | “Additionally you use the work of others to describe the overall context of your work” | Recognizing interrelationships among concepts and combining them into potentially useful primary statements with supporting evidence | |
| Performance Indicator 4: the information literate student compares new knowledge with prior knowledge to determine the value added, contradictions or other unique characteristics of the information | “It is important that you carefully select your literature, to have a profound foundation for your topic and to be able to justify your arguments” | Determining whether information satisfies the research or other information need | |
| Performance Indicator 5: the information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences | “Researchers use discipline-specific methods and theories. Without prior knowledge of the subject, it is often not possible to completely understand arguments in literature from other disciplines and to use them appropriately for the own research” | Investigating differing viewpoints encountered in the literature | |
| Performance Indicator 6: the information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts and/or practitioners | “The concept of social networks where individuals support the broader community has a long tradition in the discipline of mathematics” | Participating in classroom and other discussions | |
| Performance Indicator 7: the information literate student determines whether the initial query should be revised | “Various aspects and your focus areas might change while you work on a topic” | Determining if original information need has been satisfied or if additional information is needed | |
| Standard 4: the information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose | Performance Indicator 1: the information literate student applies new and prior information to the planning and creation of a particular product or performance | “This chapter describes how you can re-use the obtained information for your own work” | Organizing the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards) |
| Performance Indicator 2: the information literate student revises the development process for the product or performance | “Please make sure that you always check citations and bibliographies that have been generated through a software” | Maintaining a journal or log of activities related to the information seeking, evaluating and communicating process | |
| Performance Indicator 3: the information literate student communicates the product or performance effectively to others | “An aspect of scientific working is also to present your own knowledge” | Choosing a communication medium and format that best supports the purposes of the product or performance and the intended audience | |
| Standard 5: 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 | Performance Indicator 1: the information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology | “The detailed algorithm behind the ranking is often kept as secret of the search engine operator” | Identifying and discussing issues related to privacy and security in both the print and electronic environments |
| Performance Indicator 2: the information literate student follows laws, regulations, institutional policies and etiquette related to the access and use of information resources | “Usually your school or professor will provide guidelines which citation style has to be used” | Participating in electronic discussions following accepted practices (e.g. “Netiquette”) | |
| Performance Indicator 3: the information literate student acknowledges the use of information sources in communicating the product or performance | “Choose an citation style and follow it throughout your work” | Selecting an appropriate documentation style and using it consistently to cite sources |
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