Information Literacy Issues
Remember, in Standard 3 we are examining the process of evaluating the ideas, the
publication or source of information as well as the author or speaker. It is important to understand that different people,
groups and organizations have very different ideas and agendas that they are trying to promote. These ideas
and agenda are not necessarily bad, but it is important that you are aware of them coming at you with
more than just their face value showing. Remember what I said about the Sunday morning politial
talk shows. Take a few hours and watch some like "Meet the Press" and try to see who is really saying what and where they are coming from.
Think of it as boot camp for the mind.
Standard Three
The information literate student evaluates information and its sources critically and
incorporates selected information into his or her knowledge base and value system.
Performance Indicators:
3-3. The information literate student synthesizes main ideas to construct new
concepts.
Outcomes Include:
A. Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence
The best training for this might be to try and read progressively difficult works
in your field of interest. Do you understand each sentence? Then can you deal with each paragraph? Can you
paraphrase them and then explain the concepts expressed in the piece. Many of us think that difficult
material is just beyond us, but with some practice and a few reference tools, we can greatly improve our compensation level.
B. Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information
In this case, the supposition is that you have mastered one source and then discoverer
another that doesn't quite agree with the first. Can you integrate the new idea with what you knew previously?
Can you syntesize the new and old ideas into one that works?
C. Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena
Our "technology explosion" offers us many more tools today than we used to have
for dissecting ideas. Explore the possibilities with your professors and fellow students.
Performance Indicators:
3-4. The information literate student compares new knowledge with prior
knowledge to determine the value added, contradictions, or other unique
characteristics of the information.
Outcomes Include:
A. Determines whether information satisfies the research or other information need
By now you should be familiar with the idea that every book and journal article
has an attached record that describes the material. Often, examining that record, say for descriptors or subject headings,
may be very useful in helping to ascertain the coverage of a book or paper and how it fits your immediate needs.
B. Uses consciously selected criteria to determine whether the information contradicts or
verifies information used from other sources
In short, this means that you think about how or why you chose an
item. Often this will give you insights on how to get similar or related resources.
C. Draws conclusions based upon information gathered
If you find that you are having difficulty with this phase of the process,
it might be that you do not have enough information or that you need more practice in reading difficult works.
Don't worry, this is usually just a matter of needing more practice.
D. Tests theories with discipline-appropriate techniques (e.g., simulators, experiments)
Which is what you would expect to do anyway, right?
E. Determines probable accuracy by questioning the source of the data, the limitations of the
information gathering tools or strategies, and the reasonableness of the conclusions
There are several items that you might want to consider at this point
- How good is your search strategy?
- Are you using a legitimate search tool; one provided by the university and not an
internet search engine?
- Is it the right tool for the mission at hand?
- Are you using the correct limits, if there are any?
Even when you think you are familiar with the tools, it's often a good idea to review your strategies
with the instructor or a friendly librarian.
F. Integrates new information with previous information or knowledge
--even if it changes your conclusions?
G. Selects information that provides evidence for the topic
Be sure that you are using the right tool for the task:
- Some search tools are for several subjects and some are very subject specific.
- Sample reference tools like encyclopedias and dictionaries , going from general to specific,
until you find which is most appropriate.
- Check with your instructor and librarian to make sure you haven't missed an important resource.
Performance Indicators:
3-5. The information literate student determines whether the new knowledge has
an impact on the individual’s value system and takes steps to reconcile
differences.
Outcomes Include:
A. Investigates differing viewpoints encountered in the literature
First, you need to recognize that there are differing viewpoints. Next see if you can
understand how the foriegn view came to be and then see if you can argue against it intelligently, not emotionally.
B. Determines whether to incorporate or reject viewpoints encountered
If you understand the varying viewpoints, it might be perfectly valid to
incorporate them in the same paper, pointing out their differences, of course.
