Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Enhancing Student Information Fluency

Resources for faculty to learn more about Information Fluency

Framework Knowledge Practices

Authority is Constructed and Contextual Information as a Creation Process Information has Value
Knowledge Practice Knowledge Practice Knowledge Practice
Define different types of authority such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event); Articulate the capabilities and constraints of information developed through various creation processes; Give credit to the original ideas of others through proper attribution and citation;
Use research tools and indicators of authority to determine the credibility of sources Assess the fit between an information product’s creation process and a particular information need; Understand that intellectual property is a legal and social construct that varies by culture;
Understand that many disciplines have acknowledged authorities…
some scholars would challenge the authority of those sources
Articulate the traditional and emerging processes of information creation and dissemination in a particular discipline; Articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;
Recognize that authoritative content may be packaged formally or informally and may include sources of all media types Recognize that information may be perceived differently based on the format in which it is packaged; Understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information;
Acknowledge they are developing their own authoritative voices in a particular area and recognize
the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual
property, and participating in communities of practice;
Recognize the implications of information formats that contain static or dynamic information; Recognize issues of access or lack of access to information sources;
Understand the increasingly social nature of the information ecosystem Monitor the value that is placed upon different types of information products in varying contexts; Decide where and how their information is published;
  Transfer knowledge of capabilities and constraints to new types of information products; Understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online;
  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. Make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.

Knowledge Practices, Pt. 2

Research as Inquiry Scholarship as Conversation Searching as Strategic Exploration
Knowledge Practice Knowledge Practice Knowledge Practice
Formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information; Cite the contributing work of others in their own information production; Determine the initial scope of the task required to meet their information needs;
Determine an appropriate scope of investigation; (very similar to Give credit to the original ideas of others through proper attribution and citation; Information Has Value) Identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information;
Deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations;
use various research methods, based on need, circumstance, and type of inquiry;
Contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session; Utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;
Monitor gathered information and assess for gaps or weaknesses; Identify barriers to entering scholarly conversation via various venues; Match information needs and search strategies to appropriate search tools;
Organize information in meaningful ways; Critically evaluate contributions made by others in participatory information environments; Design and refine needs and search strategies as necessary, based on search results;
Synthesize ideas gathered from multiple sources; Identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge; Understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information;
Draw reasonable conclusions based on the analysis and interpretation of information. Summarize the changes in scholarly perspective over time on a particular topic within a specific discipline; Use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;
  Recognize that a given scholarly work may not represent the only or even the majority perspective on the issue. Manage searching processes and results effectively
     

Visit us on Facebook

Visit us on Twitter

 Rockhurst University Library · 1100 Rockhurst Road · Kansas City, MO 64110 · 816-501-4116