Information Literacy Toolkit

Information is created in a specific context and for a specific purpose that cannot be divorced from the information itself. Additionally, information literate people understand that there are both personal, disciplinary, and societal biases that privilege some information over others. Novice learners may need to rely on indicators of authority while experts can seek authoritative voices while recognizing quality information produced by a less recognized voice.

Information literate people understand that information format is a specific choice made by the creator for the purpose of communicating the information’s value and audience. Novice learners may heavily rely on format to be an indicator of quality.

Information literate people understand that information is powerful and that access to it is neither guaranteed nor equitably given. They understand themselves to be both contributors of information and consumers of it. Novice learners may believe information is free to both access and use. Likely their first acknowledged encounter with the value of information is in the rigid citation practices of higher education. 

Information literate people understand that research is iterative. They understand that research will bring up as many new questions as it answers. Novice learners may believe that research is linear, or a one-time action to answer a simple question. They may seek out the answer rather than accepting that there is no one answer.

Information literate people understand that disciplines move forward through scholarly conversation. They also understand that scholarship enables various disciplines to converse with each other, particularly through the practice of citation. Novice learners may lack the language (both understanding the jargon and the background knowledge of a discipline) to participate fully in the conversation.

Information literate people understand that a variety of sources from a variety of disciplines and a variety of places may be required to adequately research a topic. Novice learners may search a limited set of resources and/or settle for information obtained quickly versus a deep dive into a topic.