The following list of interactions was selected from the ACRL Framework for Information Literacy.
This list includes knowledge practices and dispositions from each of the six Frames.
Scores represent the total number of times an interaction was selected as a responsibility of tutors, librarians, or both.
|
# |
Interactions (Authority is Constructed and Contextual) |
Tuts |
Libs |
both |
|
A1 |
use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility |
|
|
5 |
|
A2 |
develop and maintain an open mind when encountering varied and sometimes conflicting perspectives |
1 |
|
4 |
|
A3 |
understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time |
|
4 |
1 |
|
A4 |
develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview |
|
|
5 |
|
A5 |
question traditional notions of granting authority and recognize the value of diverse ideas and worldviews |
1 |
|
3 |
|
# |
Interactions (Information Creation as a Process) |
Tuts |
Libs |
both |
|
B1 |
assess the fit between an information product’s creation process and a particular information need |
|
1 |
3 |
|
B2 |
recognize that information may be perceived differently based on the format in which it is packaged |
|
2 |
3 |
|
B3 |
monitor the value that is placed upon different types of information products in varying contexts |
|
1 |
4 |
|
B4 |
develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys |
1 |
|
4 |
|
B5 |
accept that the creation of information may begin initially through communicating in a range of formats or modes |
|
1 |
4 |
|
# |
Interactions (Information Has Value) |
Tuts |
Libs |
both |
|
C1 |
give credit to the original ideas of others through proper attribution and citation |
|
|
5 |
|
C2 |
understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information |
|
3 |
1 |
|
C3 |
recognize issues of access or lack of access to information sources |
|
3 |
1 |
|
C4 |
understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online |
|
2 |
2 |
|
C5 |
see themselves as contributors to the information marketplace rather than only consumers of it |
1 |
|
4 |
|
# |
Interactions (Research as Inquiry) |
Tuts |
Libs |
both |
|
D1 |
formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information |
1 |
|
4 |
|
D2 |
use various research methods, based on need, circumstance, and type of inquiry |
|
1 |
4 |
|
D3 |
synthesize ideas gathered from multiple sources |
3 |
|
2 |
|
D4 |
draw reasonable conclusions based on the analysis and interpretation of information |
3 |
|
1 |
|
D5 |
consider research as open-ended exploration and engagement with information |
|
1 |
4 |
|
# |
Interactions (Scholarship as Conversation) |
Tuts |
Libs |
both |
|
E1 |
contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session |
2 |
|
2 |
|
E2 |
summarize the changes in scholarly perspective over time on a particular topic within a specific discipline |
1 |
2 |
|
|
E3 |
recognize that a given scholarly work may not represent the only or even the majority perspective on the issue |
|
|
4 |
|
E4 |
recognize they are often entering into an ongoing scholarly conversation and not a finished conversation |
|
|
4 |
|
E5 |
see themselves as contributors to scholarship rather than only consumers of it |
|
|
4 |
|
# |
Interactions (Searching as Strategic Exploration) |
Tuts |
Libs |
both |
|
F1 |
utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching |
|
1 |
4 |
|
F2 |
understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information |
|
4 |
1 |
|
F3 |
use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately |
|
|
5 |
|
F4 |
understand that first attempts at searching do not always produce adequate results |
|
|
5 |
|
F5 |
persist in the face of search challenges, and know when they have enough information to complete the information task |
1 |
|
4 |