1. Information
Literacy
Standard One
ACRL Standards & Performance Indicators /
Learning Outcomes Addressed

2. Standard One is the foundation
on which the other
Standards will build.

3. The student must be able to identify
these questions:
What is it you want to know?

4. The student must be able to identify
these questions:
What is it you want to know?
What kind of information
do you need?

5. The student must be able to identify
these questions:
What is it you want to know?
What kind of information
do you need?
How much information do you need?

6. This standard is divided into
4 performance indicators.
The basic concepts of these
performance indicators are:
Define and Articulate

7. 1. The information literate
student defines and articulates
the need for information.

8.  Use background sources
relevant to specific disciplines
 Consult with course instructor
and/or librarian to identify and
focus a research topic
 Identify key concepts that
describe the information need

9. 2. The information literate
student identifies a variety of
types and formats of potential
sources for information.

10.  Describe the difference
between the general and the
subject-specific information
sources
 Distinguish the characteristics
of resources for different
audiences (current vs.
historical; popular vs. scholarly)

11.  Explore subject-specific
information resources
 Identify characteristics of
primary and secondary sources
 Explore raw data from original
research and surveys

12. 3. The information literate
student considers the costs
and benefits of acquiring the
needed information.

13. Demonstrate a general
knowledge to broaden the
information seeking process
beyond the local resources in
the library.

14. 4. The information literate
student reevaluates the nature
and extent of the information
need.

15. Revise the scope of the topic
based on the amount of
information found.

16. The 4 Performance Indicator
Outcomes
ACRL Outcome 1.D

17. Outcome Example:
Your students are having
trouble defining their research
topic. This is where the ACRL
outcomes become important.
ACRL Outcome 1.D

18. Outcome 1.D asks the student to:
Define or modify the information
need to achieve
a manageable focus.

19. Outcome 1.D asks the student to:
Identify an initial question that
might be too broad or
narrow, as well as one that is
probably manageable.

20. Outcome 1.D asks the student to:
Explain his/her reasoning
regarding the manageability of
a topic with reference to
available information sources.

21. Outcome 1.D asks the student to:
Narrow a broad topic and
broaden a narrow topic by
modifying the scope or
direction of the question.

22. Outcome 1.D asks the student to:
Demonstrate an understanding of
how the desired end product
(i.e., the required depth of
investigation and analysis) will
play a role in determining the
need for information.

23. Outcome 1.D asks the student to:
Use background information
sources effectively to gain an
initial understanding of the
topic.

24. Outcome 1.D asks the student to:
Consult with the course
instructor and librarians to
develop a manageable focus
for the topic.

25. Bibliography
"Information Literacy Resources | Association of College and
Research Libraries (ACRL)." ALA | Home - American Library
Association. http://www.ala.org/acrl/issues/infolit
"Objectives for Information Literacy Instruction: A Model
Statement for Academic Librarians | Association of College
and Research Libraries (ACRL)." ALA | Home - American
Library Association.
http://www.ala.org/acrl/standards/objectivesinformation.
"Standard One | Association of College and Research
Libraries (ACRL)." ALA | Home - American Library
Association.
http://www.ala.org/acrl/issues/infolit/standards/stnd1.
"The Standards: Step-by-Step | Association of College and
Research Libraries (ACRL)." ALA | Home - American Library
Association.
http://www.ala.org/acrl/issues/infolit/standards/steps.
Compiled by: Denise Watts, MLS – Baptist College of Florida