ACRL News Issue (B) of College & Research Libraries


416 / C&RL News ■ April 2001

ACRL STANDARDS & GUIDELINES

Objectives for information literacy 
instruction

A model statement for academic librarians

by the ACRL Instruction Section

Approved by the ACRL Board of Directors, January 2001

Introduction
Chronology

In 1997, ACKL’s Instruction Section (IS) 
created a task force to review the 1987 “Model 
statement of objectives for academic biblio­
graphic instruction.” The 1997 task force made 
12 recommendations, ranging from the “title 
should more clearly indicate the document’s 
content” to the “statement should be more 
concise.” IS subsequently created a task force 
for “Revision of the ‘Model Statement of ob­
jectives”1 and charged it to follow those rec­
ommendations. The task force began its work 
at the ALA Annual Conference in 1998.

Concurrently, an ACRL task force was 
working on information literacy standards for 
higher education institutions. That task force’s 
document, “Information literacy competency 
standards for higher education” (herein re­
ferred to as the “Competency Standards”), 
were approved in January 2000 and are avail­
able at http://www.ala.org/acrl/ilcomstan. 
html.

The following “Objectives for information 
literacy instruction: A model statement for 
academic librarians” updates and replaces the 
older model statement. The objectives will 
herein be referred to as the “IS Objectives” 
for clarity and to indicate that they were writ­
ten by an IS task force, formerly the ACRL 
Bibliographic Instruction Section.

Terminology and design
The “Competency Standards” are designed

to be used in discussions with administrators 
and academic departments; they suggest in­
stitutional goals or performance outcomes. 
The “IS Objectives” provide terminal objec­
tives, those that “break down the overall ob­
jectives [the “Competency Standards’ ‘out­
comes’”] into specific discrete measurable 
results.”2 According to the Cyclopedic Educa­
tion Dictionary, outcomes are “the results or 
the expected results of an educational plan 
or program.” The same source defines an ob­
jective as, “In education, a specific purpose 
or goal to be reached/learned by the stu­
dent.”3

These definitions indicate the relationship 
between the “Competency Standards” and the 
“IS Objectives.” Thus, the instructing librar­
ian may use this document for guidance in 
developing enabling objectives’4 for an indi­
vidual teaching session, or for a course, or 
when collaborating with a course instructor 
to incorporate information literacy instruction 
into a specific course.

This document uses the generic term “li­
brarian” because of different situations regard­
ing faculty status for librarians. “Course in­
structor” refers to an individual other than a 
librarian who has instructional responsibility 
for a class or workshop, e.g., faculty, adjunct 
faculty, instructor, lecturer, Web-course de­
veloper, information technology staff person.

The numbering system used in the “IS 
Objectives” is tied to the numbers used in 
the print version of the competency standards.

http://www.ala.org/acrl/ilcomstan


C&RL News ■ April 2001 / 417

The revision task force
In 1997, the IS Executive Board created a 
task force to review the ”Model statement 
of objectives for academic bibliographic 
instruction.” This document was last up­
dated and published in 1987.’ The final 
report of the task force recommended that 
the model statement be revised, and it in­
cluded several points to consider in the 
revision. The IS Executive Board then cre­
ated the “Revision of the Model Statement” 
Task Force in 1998. Carla List chaired the 
task force; members are listed in the notes 
that are included with the introduction to 
the revised model statement.

Immediately after its first meeting, the 
task force was informed that there was an 
ACRL-sponsored task force writing infor­
mation literacy competencies for higher 
education. The revision task force worked 
with that document, writing objectives to 
help librarians teach students working to­
wards the competencies.

The first draft of the revised model state­
ment was published on the IS Web site in 
May 2000. Its Web publication was an­
nounced in the May 2000 issue of C&RL 
News and requests for comments were sub­
mitted to several discussion lists, including 
BI-L and ACRLFORUM. A public hearing 
on the first draft was held at the ALA An­
nual Conference in Chicago on July 9, 2000.

That is, Standard One, Performance Indica­
tor 1, Outcome c, is numbered 1.1.c., and 
followed by objectives written for that out­
come. (The Web version of the “Competency 
Standards” uses a slightly different number­
ing system, i.e., Outcome c is Outcome 3 )

Using the ”IS Objectives”
The “Competency Standards” are the basis 
for the “IS Objectives,” and it is recommended 
that the two documents be used together. The 
“IS Objectives” flesh out and make more spe­
cific the “Standards,” “Performance Indica­
tors,” and “Outcomes of the competency stan­
dards.” The “IS Objectives” may be used in a 
variety of instructional formats. For example, 
one or two objectives may be employed in a 
50-minute “one-shot” class and a related as­

Those who attended the hearing provided 
suggestions, and the e-call for comments 
was reissued. The task force revised the 
document, incorporating input from the 
hearing and from the comments received 
via e-mail. We wish to thank all who com­
mented, especially Patricia Iannuzzi, chair 
of the competencies task force.

The second draft was submitted to the 
IS Executive Board and revised; the third 
draft received approval in January 2001. It 
was submitted to the ACRL Standards and 
Accreditation Committee at the ALA Mid­
winter Meeting in January 2001. That com­
mittee and the ACRL Board of Directors 
approved the document printed here at 
their 2001 Midwinter Meeting.

I especially wish to thank members of 
the revision task force who are all devoted 
to helping information researchers and who 
create “teaching moments” whenever pos­
sible. Their experience, focus, and determi­
nation worked to create a practical, utilitar­
ian document for academic librarians who 
instruct at all levels, from “one-shot,” course- 
related sessions to full credit-bearing courses.

We strongly encourage you to read die in­
troduction and use die objectives. We hope you 
find diem helpful.—Carla List, chair, Task Force 
for the Revision of the Model Statement, cada.list@ 
plattsburgh.edu

signment. A librarian working with an instruc­
tor to develop a course that infuses informa­
tion literacy instruction into its content may 
select several objectives. An information tech­
nology staff person may collaborate with a 
librarian to incorporate some of the objec­
tives into campus IT workshops. Many or all 
of the objectives may be adopted in a com­
prehensive program of instruction for infor­
mation literacy or in a Web-based tutorial. 
Thus the “IS Objectives” may be used in part 
or whole. They expand upon the “Compe­
tency Standards.” The “IS Objectives” may be 
used effectively by beginning instructors and 
by experienced teachers, by librarians, and 
other classroom instructors. They are appli­
cable to just one or to numerous instructional 
sessions with the same individuals. The “IS

plattsburgh.edu


418 / C&RL News ■ April 2001

Objectives” serve as a detailed supplemen­
tary aid to librarians who wish to break down 
the “Competency Standards” into smaller in­
structional components. They are designed to 
help academic librarians identify and target par­
ticular information literacy instructional out­
comes. As such, they offer a variety of pos­
sible objectives from which to choose.

Librarians may want to refer to both the 
“Competency Standards” and the “IS Objec­
tives” when discussing library and informa­
tion literacy instruction with faculty and ad­
ministrators or when planning, delivering, 
evaluating, and revising instructional programs 
and proposals. Regardless of the stage of the 
information literacy planning or implementa­
tion, librarians should apply such elements of 
the “IS Objectives” as are appropriate to the 
local setting and circumstances.

The “IS Objectives” provide suggestions for 
generating ideas about teaching concepts and 
skills to students and suggests ways to talk 
about information literacy instruction with 
course instructors. The document provides a 
support structure on which librarians can build 
in creative and individual ways.

Responsibility for information 
literacy instruction
Information literacy encompasses more than 
good information-seeking behavior. It incor­
porates the abilities to recognize when infor­
mation is needed and then to phrase ques­
tions designed to gather the needed 
information. It includes evaluating and then 
using information appropriately and ethically 
once it is retrieved from any media, including 
electronic, human, or print sources. The re­
sponsibility for helping people become infor­
mation literate is best shared across a campus, 
as is clearly indicated in the “Competency Stan­
dards.” Ideally, administrators support infor­
mation literacy goals for their institutions. 
Course instructors help their students achieve 
information literacy in their chosen fields, and 
librarians and other campus professionals col­
laborate with course instructors in this effort.

Levels of collaboration between librarians 
and academic departments differ among insti­
tutions and within any one institution. One 
college may determine that one of the “Com­
petency Standards” components indicates a 
clear need for collaboration, while another 
institution may view the same component as

primarily a responsibility of the library’s in­
struction program. The tags suggest possible 
collaborative situations. They serve as remind­
ers of the need for librarians to share in cam­
pus-wide collaborative efforts to develop and 
achieve information literacy goals.

Not written for all competency 
standards
Objectives were written only for “Performance 
Indicators in the Competency Standards” that 
could best be addressed by the librarian or by 
the librarian and course instructor 
collaboratively. “Performance Indicators” such 
as “The information literate student applies new 
and prior information to the planning and cre­
ation of a particular product or performance” 
refer to components of learning and instruc­
tion in ways not usually addressed by librar­
ians. It is for this reason that Standard Four is 
not addressed in the “IS Objectives,” nor are 
some of the Performance Indicators in Stan­
dards One, Two, Three, and Five. Librarians 
could, of course, help course instructors de­
velop objectives in these areas.

Evaluating information
Although not all the objectives deal explicitly 
with the evaluation of information, the 
need for evaluation and critical thinking 
is implicit in all stages of research. An Ob­
jective for Competency Standard 3, Per­
formance Indicator 4, provides an example: 
“Selects information that provides evidence 
for the topic.” A subordinate objective 
states that the individual describes “why 
not all information sources are appropri­
ate for all purposes.” Implicit in this ob­
jective is the need for the user to evaluate 
the information source; appropriateness is 
a judgment made using criteria set by the 
user or the course instructor.

The objective in the example above also 
relates closely to the objective for Compe­
tency Standard 1, Performance Indicator 1, 
Outcome 5: “The individual identifies and 
uses appropriate general or subject-specific 
sources to discover terminology related to 
an information need.” Thus, subject specific­
ity is an evaluation criterion when selecting 
a source. As stated above, evaluation is im­
plicit in nearly all the “IS Objectives.”

Many of the outcomes from the “Compe­
tency Standards” that deal explicitly with



C&RL News ■ April 2001 / 419

evaluation are primarily the teaching respon­
sibility of the course instructor in collabora­
tion with the librarian. For example, the course 
instructor can address the quality of the con­
tent of an information source once it is re­
trieved; the librarian helps people learn how 
to interpret information in the sources that can 
be used for evaluating information during the 
research process. As reliance on Internet 
sources increases, the librarian’s objectivity and 
expertise in evaluating information and infor­
mation sources become invaluable.

Summary
The “Competency Standards” stress that in­
formation literacy “forms the basis for life­
long learning. … It enables users to master 
content and extend their investigations, be­
come more self-directed, … assume greater 
control over their learning … [and] develop 
a metacognitive approach to learning, mak­
ing them conscious of the explicit actions re­
quired for gathering, analyzing, and using 
information.” Succinctly stated, this is the 
purpose of information literacy instruction. 
The “IS Objectives” can be used as a guide 
for the efforts of librarians who promote the 
“Competency Standards” at their institutions.

Notes
1. Revision of the Model Statement of

Objectives Task Force, 1998-2001: Marsha 
Forys, Main Library, University of Iowa Li­
braries; Francesca Lane Rasmus, Mortvedt 
Library, Pacific Lutheran University; Carla 
List, Chair, Feinberg Library, Plattsburgh 
State University of New York; Judith Pask, 
Undergraduate Library, Purdue University; 
Patrick Ragains, Business and Government 
Information Center, University Library, Uni­
versity of Nevada; Nancy Reinhold, Woo­
druff Library, Emory University; Robin R. 
Satterwhite, Tutt Library, Colorado College; 
Terry S. Taylor, Richardson Library, DePaul 
University; Marjorie M. Warmkessel, Gan­
ser Library, Millersville University; Esther 
Grassian, Editorial Consultant, UCLA Col­
lege Library

2. Lori Arp, “Model Statement of Objec­
tives for Academic Bibliographic Instruc­
tion: Draft Revision,” C&RL News (May 
1987): 257.

3. Carol Sullivan Spafford, Augustus J. 
Itzo, and George S. Grosser, The Cyclope­
dic Education Dictionary (Albany, NY: 
Delmar, 1998).

4. “Enabling (behavioral) objectives de­
fine the specific knowledge or skills nec­
essary to achieve the terminal objectives. 
They are associated with the behavior of 
the person who has to master the mate­
rial.” Arp, “Model Statement,” 257.

Objectives for Information Literacy Instruction: 
A Model Statement for Academic Librarians

Competency Standard One
The information literate student deter­

mines the extent of the information needed.
Performance Indicator 1: The informa­

tion literate student defines and articu­
lates the need for information.

Outcomes include:
1.1.c. Explores general information 

sources to increase familiarity with the topic
• Describes the difference between gen­

eral and subject-specific information sources.
• Demonstrates when it is appropriate to 

use a general and subject-specific informa­
tion source (e.g., to provide an overview, to 
give ideas on terminology).

1.1.d. Defines or modifies the informa­
tion need to achieve a manageable focus

• Identifies an initial question that might 
be too broad or narrow, as well as one that 
is probably manageable.

• Explains his/her reasoning regarding 
the manageability of a topic with reference 
to available information sources.

• Narrows a broad topic and broadens a 
narrow one by modifying the scope or direc­
tion of the question.

• Demonstrates 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.



420 / C&RL News ■ April 2001

• Uses background information sources 
effectively to gain an initial understanding of 
the topic.

• Consults with the course instructor and 
librarians to develop a manageable focus for 
the topic.

1.1. e. Identifies key concepts and terms 
that describe the information need

• Lists terms that may be useful for locat­
ing information on a topic.

• Identifies and uses appropriate general 
or subject-specific sources to discover termi­
nology related to an information need.

• Decides when a research topic has mul­
tiple facets or may need to be put into a 
broader context.

• Identifies more specific concepts that 
comprise a research topic.

Competency Standard One
Performance Indicator 2: The informa­

tion literate student identifies a variety of 
types and formats of potential sources for 
information.

Outcomes include:
1.2. a. Knows how information is formally and 

informally produced, organized, and disseminated
• Describes the publication cycle appro­

priate to the discipline of a research topic.
• Defines the “invisible college” (e.g., per­

sonal contacts, listservs specific to a disci­
pline or subject) and describes its value.

1.2. b. Recognizes that knowledge can be 
organized into disciplines that influence the 
way information is accessed

• Names the three major disciplines of 
knowledge (humanities, social sciences, sci­
ences) and some subject fields that comprise 
each discipline.

• Finds sources that provide relevant sub­
ject field- and discipline-related terminology.

• Uses relevant subject- and discipline- 
related terminology in the information re­
search process.

• Describes how the publication cycle in 
a particular discipline or subject field affects 
the researcher’s access to information.

1.2. C. Identifies the value and differences 
of potential resources in a variety of formats 
(e.g., multimedia, database, Web site, data 
set, audiovisual, book)

• Identifies various formats in which in­
formation is available.

• Demonstrates how the format in which 
information appears may affect its usefulness 
for a particular information need.

1.2. d. Identifies the purpose and audience 
of potential resources (e.g., popular vs. schol­
arly, current vs. historical)

• Distinguishes characteristics of informa­
tion provided for different audiences.

• Identifies the intent or purpose of an 
information source (this may require use of 
additional sources in order to develop an 
appropriate context).

1.2. e. Differentiates between primary and 
secondary sources, recognizing how their use 
and importance vary with each discipline

• Describes how various fields of study 
define primary and secondary sources dif­
ferently.

• Identifies characteristics of information 
that make an item a primary or secondary 
source in a given field.

Competency Standard One
Performance Indicator 3: The informa­

tion literate student considers the costs 
and benefits of acquiring the needed in­
formation.

Outcomes include:
1.3. a. Determines the availability of 

needed information and makes decisions 
on broadening the information-seeking 
process beyond local resources (e.g., in­
terlibrary loan; using resources at other 
locations; obtaining images, videos, text, 
or sound)

• Determines if material is available im­
mediately.

• Uses available services appropriately to 
obtain desired materials or alternative sources.

1.3. c. Defines a realistic overall plan and 
timeline to acquire the needed informa­
tion

• Searches for and gathers information 
based on an informal, flexible plan.

• Demonstrates a general knowledge of 
how to obtain information that is not avail­
able immediately.

• Acts appropriately to obtain informa­
tion within the time frame required.



C&RL News ■ April 2001 / 421

Competency Standard One
Performance Indicator 4: The informa­

tion literate student reevaluates the nature 
and extent of the information need.

Outcomes include:
1.4. a. Reviews the initial information need 

to clarify, revise, or refine the question
• Identifies a research topic that may re­

quire revision, based on the amount of in­
formation found (or not found).

• Identifies a topic that may need to be 
modified, based on the content of informa­
tion found.

• Decides when it is and is not necessary 
to abandon a topic depending on the suc­
cess (or failure) of an initial search for infor­
mation.

1.4. b. Describes criteria used to make in­
formation decisions and choices

• Demonstrates how the intended audi­
ence influences information choices.

• Demonstrates how the desired end prod­
uct influences information choices (e.g., that 
visual aids or audiovisual material may be 
needed for an oral presentation).

• Lists various criteria, such as currency, 
which influence information choices. (See 
also 2.4. and 3.2.)

Competency Standard Two
The information literate student accesses 

needed information effectively and efficiently.
Performance Indicator 1: The informa­

tion literate student selects the most ap­
propriate investigative methods or infor­
mation retrieval systems for accessing the 
needed information.

Outcomes include:
2.1.C. Investigates the scope, content, and 

organization of information retrieval systems
• Describes the structure and components 

of the system or tool being used, regardless 
of format (e.g., index, thesaurus, type of in­
formation retrieved by the system).

• Identifies the source of help within a 
given information retrieval system and uses 
it effectively.

• Identifies what types of information are 
contained in a particular system (e.g., all 
branch libraries are included in the catalog; 
not all databases are full text; catalogs, peri­
odical databases, and Web sites may be in­
cluded in a gateway).

• Distinguishes among indexes, online da­
tabases, and collections of online databases, 
as well as gateways to different databases and 
collections.

• Selects appropriate tools (e.g., indexes, 
online databases) for research on a particu­
lar topic.

• Identifies the differences between freely 
available Internet search tools and subscrip­
tion- or fee-based databases.

• Identifies and uses search language and 
protocols (e.g., Boolean, adjacency) appro­
priate to the retrieval system.

• Determines the period of time covered 
by a particular source.

• Identifies the types of sources that are 
indexed in a particular database or index (e.g., 
an index that covers newspapers or popular 
periodicals versus a more specialized index 
to find scholarly literature).

• Demonstrates when it is appropriate to 
use a single tool (e.g., using only a periodi­
cal index when only periodical articles are 
required).

• Distinguishes between full-text and bib­
liographic databases.

2.1. d. Selects efficient and effective ap­
proaches for accessing the information 
needed from the investigative method or in­
formation retrieval system

• Selects appropriate information sources 
(i.e., primary, secondary or tertiary sources) 
and determines their relevance for the cur­
rent information need.

• Determines appropriate means for re­
cording or saving the desired information 
(e.g., printing, saving to disc, photocopying, 
taking notes).

• Analyzes and interprets the information 
collected using a growing awareness of key 
terms and concepts to decide whether to 
search for additional information or to iden­
tify more accurately when the information 
need has been met.

Competency Standard Two
Performance Indicator 2: The informa­

tion literate student constructs and imple­
ments effectively designed search strate­
gies.

Outcomes include:
2.2. a. Develops a research plan appro­

priate to the investigative method



422 / C&RL News ■ April 2001

• Describes a general process for search­
ing for information.

• Describes when different types of in­
formation (e.g., primary/secondary, back- 
ground/specific) may be suitable for differ­
ent purposes.

• Gathers and evaluates information and 
appropriately modifies the research plan as 
new insights are gained.

2.2. b. Identifies keywords, synonyms, and 
related terms for the information needed

• Identifies keywords or phrases that rep­
resent a topic in general sources (e.g., library 
catalog, periodical index, online source) and 
in subject-specific sources.

• Demonstrates an understanding that dif­
ferent terminology may be used in general 
sources and subject-specific sources.

• Identifies alternate terminology, includ­
ing synonyms, broader or narrower words 
and phrases that describe a topic.

• Identifies keywords that describe an in­
formation source (e.g., book, journal article, 
magazine article, Web site).

2.2. C. Selects controlled vocabulary specific 
to the discipline or information retrieval source

• Uses background sources (e.g., ency­
clopedias, handbooks, dictionaries, thesauri, 
textbooks) to identify discipline-specific ter­
minology that describes a given topic.

• Explains what controlled vocabulary is 
and why it is used.

• Identifies search terms likely to be use­
ful for a research topic in relevant controlled 
vocabulary lists.

• Identifies when and where controlled 
vocabulary is used in a bibliographic record, 
and then successfully searches for additional 
information using that vocabulary.

2.2. d. Constructs a search strategy using 
appropriate commands for the information 
retrieval system selected (e.g., Boolean op­
erators, truncation, and proximity for search 
engines; internal organizers such as indexes 
for books)

• Demonstrates when it is appropriate to 
search a particular field (e.g., title, author, 
subject).

• Demonstrates an understanding of the 
concept of Boolean logic and constructs a 
search statement using Boolean operators.

• Demonstrates an understanding of the 
concept of proximity searching and constructs 
a search statement using proximity operators.

• Demonstrates an understanding of the 
concept of nesting and constructs a search 
using nested words or phrases.

• Demonstrates an understanding of the 
concept of browsing and uses an index that 
allows it.

• Demonstrates an understanding of the 
concept of keyword searching and uses it 
appropriately and effectively.

• Demonstrates an understanding of the 
concept of truncation and uses it appropri­
ately and effectively.

2.2. e. Implements the search strategy in 
various information retrieval systems using 
different user interfaces and search engines, 
with different command languages, protocols, 
and search parameters

• Uses help screens and other user aids 
to understand the particular search structures 
and commands of an information retrieval 
system.

• Demonstrates an awareness of the fact 
that there may be separate interfaces for ba­
sic and advanced searching in retrieval sys­
tems.

• Narrows or broadens questions and 
search terms to retrieve the appropriate quan­
tity of information, using search techniques 
such as Boolean logic, limiting, and field 
searching.

• Identifies and selects keywords and 
phrases to use when searching each source, 
recognizing that different sources may use 
different terminology for similar concepts.

• Formulates and executes search strate­
gies to match information needs with avail­
able resources.

• Describes differences in searching for 
bibliographic records, abstracts, or full text 
in information sources.

2.2. f. Implements the search using inves­
tigative protocols appropriate to the discipline

• Locates major print bibliographic and 
reference sources appropriate to the disci­
pline of a research topic.

• Locates and uses a specialized dictio­
nary, encyclopedia, bibliography, or other 
common reference tool in print format for a 
given topic.



C&RL News ■ April 2001 / 423

• Demonstrates an understanding of the 
fact that items may be grouped together by 
subject in order to facilitate browsing.

• Uses effectively the organizational struc­
ture of a typical book (e.g., indexes, tables 
of contents, user’s instructions, legends, cross- 
references) in order to locate pertinent infor­
mation in it.

Competency Standard Two
Performance Indicator 3: The informa­

tion literate student retrieves information 
online or in person using a variety of 
methods.

Outcomes include:
2.3. a. Uses various search systems to re­

trieve information in a variety of formats
• Describes some materials that are not 

available online or in digitized formats and 
must be accessed in print or other formats 
(e.g., microform, video, audio).

• Identifies research sources, regardless 
of format, that are appropriate to a particular 
discipline or research need.

• Recognizes the format of an informa­
tion source (e.g., book, chapter in a book, 
periodical article) from its citation. (See also 
2.3 b)

• Uses different research sources (e.g., 
catalogs and indexes) to find different types 
of information (e.g., books and periodical ar­
ticles).

• Describes search functionality common 
to most databases regardless of differences 
in the search interface (e.g., Boolean logic 
capability, field structure, keyword search­
ing, relevancy ranking).

• Uses effectively the organizational struc­
ture and access points of print research 
sources (e.g., indexes, bibliographies) to re­
trieve pertinent information from those 
sources.

2.3. b. Uses various classification schemes 
and other systems (e.g., call number systems 
or indexes) to locate information resources 
within the library or to identify specific sites 
for physical exploration

• Uses call number systems effectively 
(e.g., demonstrates how a call number as­
sists in locating the corresponding item in 
the library).

• Explains the difference between the li­
brary catalog and a periodical index.

• Describes the different scopes of cover­
age found in different periodical indexes.

• Distinguishes among citations to iden­
tify various types of materials (e.g., books, 
periodical articles, essays in anthologies). (See 
also 2.3-a.)

2.3. C. Uses specialized online or in-per­
son services available at the institution to re­
trieve information needed (e.g., interlibrary 
loan/document delivery, professional asso­
ciations, institutional research offices, com­
munity resources, experts, and practitioners)

• Retrieves a document in print or elec­
tronic form.

• Describes various retrieval methods for 
information not available locally.

• Identifies the appropriate service point 
or resource for the particular information need.

• Initiates an interlibrary loan request by 
filling out and submitting a form either online 
or in person.

• Uses the Web site of an institution, li­
brary, organization, or community to locate 
information about specific services.

Competency Standard Two
Performance Indicator 4: The informa­

tion literate student refines the search 
strategy if necessary.

Outcomes include:
2.4. a. Assesses the quantity, quality, and 

relevance of the search results to determine 
whether alternative information retrieval sys­
tems or investigative methods should be uti­
lized

• Determines if the quantity of citations 
retrieved is adequate, too extensive, or in­
sufficient for the information need.

• Evaluates the quality of the information 
retrieved using criteria, such as authorship, 
point of view/bias, date written, citations, etc.

• Assesses the relevance of information 
found by examining elements of the citation, 
such as title, abstract, subject headings, source, 
and date of publication.

• Determines the relevance of an item to 
the information need in terms of its depth of 
coverage, language, and time frame.

Competency Standard Two
Performance Indicator 5: The informa­

tion literate student extracts, records, and 
manages the information and its sources.



424 / C&RL News ■ April 2001

Outcomes include:
2.5.C. Differentiates between the types of 

sources cited and understands the elements 
and correct syntax of a citation for a wide 
range of sources

• Identifies different types of information 
sources cited in a research tool.

• Determines whether or not a cited item 
is available locally and, if so, can locate it.

• Demonstrates an understanding that dif­
ferent disciplines may use different citation 
styles.

Competency Standard Three
The information literate student evaluates 
information and its sources critically and in­
corporates selected information into his or 
her knowledge base and value system.

Performance Indicator 2: The informa­
tion literate student articulates and ap­
plies initial criteria for evaluating both the 
information and its sources.

Outcomes include:
3.2.a. Examines and compares infor­

mation from various sources in order to 
evaluate reliability, validity, accuracy, 
authority, timeliness, and point of view 
or bias

• Locates and examines critical reviews 
of information sources using available re­
sources and technologies.

• Investigates an author’s qualifications 
and reputation through reviews or biographi­
cal sources.

• Investigates validity and accuracy by 
consulting sources identified through biblio­
graphic references.

• Investigates qualifications and reputa­
tion of the publisher or issuing agency by 
consulting other information resources. (See 
also 3.4.e.)

• Determines when the information was 
published (or knows where to look for a 
source’s publication date).

• Recognizes the importance of timeliness 
or date of publication to the value of the 
source.

• Determines if the information retrieved 
is sufficiently current for the information 
need.

• Demonstrates an understanding that 
other sources may provide additional infor­
mation to either confirm or question point of 
view or bias.

3.2. C. Recognizes prejudice, deception, or 
manipulation

• Demonstrates an understanding that in­
formation in any format reflects an author’s, 
sponsor’s, and/or publisher’s point of view.

• Demonstrates an understanding that 
some information and information sources 
may present a one-sided view and may ex­
press opinions rather than facts.

• Demonstrates an understanding that 
some information and sources may be de­
signed to trigger emotions, conjure stereo­
types, or promote support for a particular 
viewpoint or group.

• Applies evaluative criteria to informa­
tion and its source (e.g., author’s expertise, 
currency, accuracy, point of view, type of 
publication or information, sponsorship).

• Searches for independent verification 
or corroboration of the accuracy and com­
pleteness of the data or representation of facts 
presented in an information source.

3.2. d. Recognizes the cultural, physical, 
or other context within which the informa­
tion was created and understands the impact 
of context on interpreting the information

• Describes how the age of a source or 
the qualities characteristic of the time in which 
it was created may impact its value.

• Describes how the purpose for which 
information was created affects its usefulness.

• Describes how cultural, geographic, or 
temporal contexts may unintentionally bias 
information.

Competency Standard Three
Performance Indicator 4: The informa­

tion literate student compares new 
knowledge with prior knowledge to de­
termine the value added, contradictions, 
or other unique characteristics of the in­
formation.

Outcomes include:
3.4.e. Determines probable accuracy by 

questioning the source of the data, the limita­
tions of the information gathering tools or strat­
egies, and the reasonableness of the conclusions

• Describes how the reputation of the pub­
lisher affects the quality of the information 
source. (See also 3-2.a.).

• Determines when a single search strat­
egy may not fit a topic precisely enough to 
retrieve sufficient relevant information.



C&RL News ■ April 2001 / 425

• Determines when some topics may be 
too recent to be covered by some standard 
tools (e.g., a periodicals index) and when 
information on the topic retrieved by less au­
thoritative tools (e.g., a Web search engine) 
may not be reliable.

• Compares new information with own 
knowledge and other sources considered 
authoritative to determine if conclusions are 
reasonable.

3.4.g. Selects information that provides 
evidence for the topic

• Describes why not all information 
sources are appropriate for all purposes (e.g., 
ERIC is not appropriate for all topics, such as 
business topics; the Web may not be appro­
priate for a local history topic).

• Distinguishes among various informa­
tion sources in terms of established evalua­
tion criteria (e.g., content, authority, currency).

• Applies established evaluation criteria 
to decide which information sources are most 
appropriate.

Competency Standard Three
Performance Indicator 7: The informa­

tion literate student determines whether 
the initial query should be revised.

Outcomes include:
3.7.b. Reviews search strategy and incor­

porates additional concepts as necessary
• Demonstrates how searches may be lim­

ited or expanded by modifying search termi­
nology or logic.

3.7.C. Reviews information retrieval 
sources used and expands to include others 
as needed

• Examines footnotes and bibliographies 
from retrieved items to locate additional 
sources.

• Follows, retrieves, and evaluates relevant 
online links to additional sources.

• Incorporates new knowledge as ele­
ments of revised search strategy to gather ad­
ditional information.

Competency Standard Four
The information literate student, individually 
or as a member of a group, uses information 
effectively to accomplish a specific purpose.

Objectives were not written for this stan­
dard because its performance indicators and

outcomes are best addressed by the course 
instructor, rather than by librarians. (See the 
introduction and the “Competency Standards” 
document.)

Competency Standard Five
The information literate student understands 
many of the economic, legal and social is­
sues surrounding the use of information and 
accesses and uses information ethically and 
legally.

Performance Indicator 1: The informa­
tion literate student understands many of 
the ethical, legal, and socio-economic is­
sues surrounding information and infor­
mation technology.

Outcomes include:
5.1.b. Identifies and discusses issues re­

lated to free vs. fee-based access to informa­
tion

• Demonstrates an understanding that not 
all information on the Web is free, i.e., some 
Web-based databases require users to pay a 
fee or to subscribe in order to retrieve full 
text or other content.

• Demonstrates awareness that the library 
pays for access to databases, information 
tools, full-text resources, etc., and may use 
the Web to deliver them to its clientele.

• Describes how the terms of subscrip­
tions or licenses may limit their use to a par­
ticular clientele or location.

• Describes the differences between the 
results of a search using a general Web search 
engine (e.g., Yahoo, Google) and a library- 
provided tool (e.g., Web-based article index, 
full-text electronic journal, Web-based library 
catalog).

Competency Standard Five
Performance Indicator 3: The informa­

tion literate student acknowledges the use 
of information sources in communicat­
ing the product or performance.

Outcomes include:
5.3.a. Selects an appropriate documenta­

tion style and uses it consistently to cite sources
• Describes how to use a documentation 

style to record bibliographic information from 
an item retrieved through research.

• Identifies citation elements for informa­
tion sources in different formats (e.g., book, 
article, television program, Web page, inter­
view).



426 / C&RL News ■ April 2001

• Demonstrates an understanding that 
there are different documentation styles, pub­
lished or accepted by various groups1

• Demonstrates an understanding that the 
appropriate documentation style may vary by 
discipline (e.g., MLA for English, University 
of Chicago for history, APA for psychology, 
CBE for biology).

• Describes when the format of the source 
cited may dictate a certain citation style.

• Uses correctly and consistently the cita­
tion style appropriate to a specific discipline.

• Locates information about documenta­
tion styles either in print or electronically, 
e.g., through the library’s Web site.

• Recognizes that consistency of citation 
format is important, especially if a course 
instructor has not required a particular style.

Note
1. Examples of published style manuals 

are: Joseph Gibaldi, MLA Handbook for Writ­
ers of Research Papers, 5th ed. (New York: 
Modern Language Association, 1999). Publi­
cation Manual of the American Psychologi­
cal Association, 4th ed. (Washington, DC: 
A.P.A„ 1994). The Chicago Manual of Style, 
14th ed. (Chicago: University of Chicago Press, 
1993). Council of Biology Editors, Style 
Manual Committee, Scientific Style and For­
mat: The CBE Manual for Authors, Editors, 
and Publishers. 6th ed. (Cambridge, England: 
Cambridge University Press, 1994).

APPENDIX
Responsibility tags for Competency Stan­
dards Outcomes

To emphasize the shared nature of infor­
mation literacy instruction, the components 
of the “Competency Standards” are marked 
with the tags “L” and “L/C” as examples of 
who might take the lead for a given compo­
nent. “C” is the abbreviation used to indicate 
the “course instructor.” (See the definition of 
this term above.) The tags applied to the Com­
petency Standards thus are defined as: L = 
primarily librarians’ responsibility; L/C = re­
sponsibility shared by librarians and the 
course instructor through guidance, consul­
tation, or collaboration. The course content 
is always the responsibility of the course in­
structor.

The tags are examples of ways to approach 
the shared responsibilities for information lit­

eracy instruction. Again, local preferences 
may vary. The examples do not include com­
puter center staff, teaching center staff, or the 
many other campus professionals who may 
also have a role. Librarians may use the tags 
as they see fit at their institutions.

Performance Indicator 1: The informa­
tion literate student defines and articu­
lates the need for information.

Outcomes include:
1.1. c. Explores general information sources 

to increase familiarity with the topic (L)
1.1. d. Defines or modifies the information 

need to achieve a manageable focus (L/C)
1.1. e. Identifies key concepts and terms 

that describe the information need (L/C)

Performance Indicator 2: The informa­
tion literate student identifies a variety of 
types and formats of potential sources for 
information.

Outcomes include:
1.2. a. Knows how information is formally 

and informally produced , organized, and dis­
seminated (L/C)

1.2. b. Recognizes that knowledge can be 
organized into disciplines that influence the 
way information is accessed (L/C)

1.2. C. Identifies the value and differences 
of potential resources in a variety of formats 
(e.g., multimedia, database, Web site, data 
set, audiovisual, book) (L/C)

1.2. d. Identifies the purpose and audience 
of potential resources (e.g., popular vs. schol­
arly, current vs. historical) (L/C)

1.2. e. Differentiates between primary and se
ondary sources, recognizing how their use and 
importance vary with each discipline (L/C)

Performance Indicator 3: The informa­
tion literate student considers the costs 
and benefits of acquiring the needed in­
formation.

Outcomes include:
1.3. a. Determines the availability of 

needed information and makes decisions on 
broadening the information-seeking process 
beyond local resources (e.g., interlibrary loan; 
using resources at other locations; obtaining 
images, videos, text, or sound) (L/C)

1.3. C. Defines a realistic overall plan and 
timeline to acquire the needed information 
(L/C)

c­



C&RL News ■ April 2001 / 427

Performance Indicator 4: The informa­
tion literate student reevaluates the nature 
and extent of the information need.

Outcomes include:
1.4. a. Reviews the initial information need 

to clarify, revise, or refine the question (L/C)
1.4. b. Describes criteria used to make in­

formation decisions and choices (L/C)

Competency Standard Two
The information literate student accesses 

needed information effectively and efficiently.
Performance Indicator 1: The informa­

tion literate student selects the most ap­
propriate investigative methods or infor­
mation retrieval systems for accessing the 
needed information.

Outcomes include:
2.1. C. Investigates the scope, content, and 

organization of information retrieval systems 
(L/C)

2.1. d. Selects efficient and effective ap­
proaches for accessing the information 
needed from the investigative method or in­
formation retrieval system (L)

Performance Indicator 2: The informa­
tion literate student constructs and imple­
ments effectively designed search strate­
gies.

Outcomes include:
2.2. a. Develops a research plan appropri­

ate to the investigative method (L/C)
2.2. b. Identifies keywords, synonyms, and 

related terms for the information needed (L)
2.2. C. Selects controlled vocabulary spe­

cific to the discipline or information retrieval 
source (L)

2.2. d. Constructs a search strategy using 
appropriate commands for the information 
retrieval system selected (e.g., Boolean op­
erators, truncation, and proximity for search 
engines; internal organizers such as indexes 
for books) (L)

2.2. e. Implements the search strategy in 
various information retrieval systems using 
different user interfaces and search engines, 
with different command languages, protocols, 
and search parameters (L)

2.2. f. Implements the search using investiga­
tive protocols appropriate to the discipline (L)

Performance Indicator 3: The informa­
tion literate student retrieves information

online or in person using a variety of 
methods.

Outcomes include:
2.3. a. Uses various search systems to re­

trieve information in a variety of formats (L)
2.3. b. Uses various classification schemes 

and other systems (e.g., call number systems 
or indexes) to locate information resources 
within the library or to identify specific sites 
for physical exploration (L)

2.3. C. Uses specialized online or in person 
services available at the institution to retrieve 
information needed (e.g., interlibrary loan/ 
document delivery, professional associations, 
institutional research offices, community re­
sources, experts and practitioners) (L/C)

Performance Indicator 4: The informa­
tion literate student refines the search 
strategy if necessary.

Outcomes include:
2.4. a. Assesses the quantity, quality, and 

relevance of the search results to determine 
whether alternative information retrieval sys­
tems or investigative methods should be uti­
lized (L/C)

Performance Indicator 5: The informa­
tion literate student extracts, records, and 
manages the information and its sources.

Outcomes include:
2.5. C. Differentiates between the types of 

sources cited and understands the elements 
and correct syntax of a citation for a wide 
range of sources (L/C)

Competency Standard Three
The information literate student evaluates 

information and its sources critically and in­
corporates selected information into his or 
her knowledge base and value system.

Performance Indicator 2: The informa­
tion literate student articulates and ap­
plies initial criteria for evaluating both the 
information and its sources.

Outcomes include:
3.2. a. Examines and compares informa­

tion from various sources in order to evalu­
ate reliability, validity, accuracy, authority, 
timeliness, and point of view or bias (L/C)

3.2. C. Recognizes prejudice, deception, or 
manipulation (L/C)

3.2. d. Recognizes the cultural, physical, or 
other context within which the information was



428 I C&RL News ■ April 2001

created and understands the impact of con­
text on interpreting the information (L/C)

Performance Indicator 4: The informa­
tion literate student compares new knowl­
edge with prior knowledge to determine 
the value added, contradictions, or other 
unique characteristics of the information.

Outcomes include:
3.4. e. Determines probable accuracy by que

tioning the source of the data, the limitations of 
the information gathering tools or strategies, and 
the reasonableness of the conclusions (L/C)

3.4. g. Selects information that provides 
evidence for the topic (L/C)

Performance Indicator 7: The informa­
tion literate student determines whether 
the initial query should be revised.

Outcomes include:
3.7. b. Reviews search strategy and incorpo­

rates additional concepts as necessary (L/C)
3.7. C. Reviews information retrieval 

sources used and expands to include others 
as needed (L/C)

s

Competency Standard Five
The information literate student under­

stands many of the economic, legal, and 
social issues surrounding the use of infor­
mation and accesses and uses information 
ethically and legally.

Performance Indicator 1: The infor­
mation literate student understands 
many of the ethical, legal, and socio­
­economic issues surrounding informa­
tion and information technology.

Outcomes include:
5.1.b. Identifies and discusses issues re­

lated to free vs. fee-based access to infor­
mation (L/C)

Performance Indicator 3: The infor­
mation literate student acknowledges 
the use of information sources in com­
municating the product or perfor­
mance.

Outcomes include:
5.3.a. Selects an appropriate documen­

tation style and uses it consistently to cite 
sources (L/C) ■