nov06b.indd


ACRL
standards
&
guidelines



Information literacy standards for 
science and engineering/technology 
Approved at ALA Annual Conference, June 2006 

by the ALA/ACRL/STS Task Force on Information Literacy for Science and Technology 

Introduction 
Information literacy competency and the 

purpose of information literacy compe­

tency standards are fully described in the 

ACRL document at www.ala.org/ala/acrl 

/acrlstandards/standards.pdf. This document 

states (page 4, Section 1:2) that information 

literacy “is common to all disciplines, to all 

learning environments, and to all levels of 

education.” Information literacy in science, 

engineering, and technology disciplines is 

defi ned as a set of abilities to identify the need 

for information, procure the information, evalu­

ate the information and subsequently revise 

the strategy for obtaining the information, to 

use the information and to use it in an ethical 

and legal manner, and to engage in lifelong 

learning. Information literacy competency is 

highly important for students in science and 

engineering/technology disciplines who must 

access a wide variety of information sources 

and formats that carry the body of knowledge 

in their fields. These disciplines are rapidly 

changing, and it is vital to the practicing scientist 

and engineer that they know how to keep up 

with new developments and new sources of 

experimental/research data. 

Science, engineering, and technology dis­

ciplines pose unique challenges in identifying, 

evaluating, acquiring, and using information. 

Peer reviewed articles are generally published 

in more costly journals and, therefore, not 

always available. Gray literature requires knowl­

edge of the agency/organization publishing 

the information. Much of science, engineering, 

and technology is now interdisciplinary and, 

therefore, requires knowledge of information 

resources in more than one discipline. Informa­

tion can be in various formats (e.g., multimedia, 

database, Web site, data set, patent, Geographic 

Information System, 3­D technology, open fi le 

report, audio/visual, book, graph, map) and, 

therefore, may often require manipulation and 

a working knowledge of specialized software. 

Science, engineering, and technology disci­

plines require that students demonstrate com­

petency not only in written assignments and 

research papers but also in unique areas such 

as experimentation, laboratory research, and 

mechanical drawing. Our objective is to provide 

a set of standards that can be used by science 

and engineering/technology educators, in the 

context of their institution’s mission, to help 

guide their information literacy­related instruc­

tion and to assess student progress. The fi eld of 

mathematics is not included in the standards. 

Based on the ACRL “Information Literacy 

Competency Standards for Higher Education,” 

five standards and twenty­five performance in­

dicators were developed for information literacy 

in science and engineering/technology. Each 

performance indicator is accompanied by one 

or more outcomes for assessing the progress 

toward information literacy of students of sci­

ence and engineering or technology at all levels 

of higher education. 

This is intended to be a living document 

with future opportunities for input from the 

community and will undergo periodic review 

and revision. 

C&RL News November 2006  634 

www.ala.org/ala/acrl


Standard one 
The information literate student determines the 

nature and extent of the information needed. 

Performance indicators 

The information literate student: 

1. Defines and articulates the need for in­

formation. 

Outcomes
include
that
the
student:


a) Identifies and/or paraphrases a research 

topic, or other information need such as that 

resulting from an assigned lab exercise or 

project. 

b) Consults with instructor/advisor for ap­

propriateness of topic, research project, or 

laboratory exercise question. 

c) Develops a hypothesis or thesis statement 

and formulates questions based on the informa­

tion need. 

d) Explores general information sources to 

increase familiarity with current knowledge 

of the topic. 

e) Defines or modifies the information need 

to achieve a manageable focus. 

f) Identifies key concepts and terms that 

describe the information need. 

2. Identifies a variety of types and formats 

of potential sources for information. 

Outcomes
include
that
the
student:


a) Identifies the purpose and audience of 

potential resources (e.g., popular vs. scholarly, 

current vs. historical, external vs. internal, pri­

mary vs. secondary vs. tertiary). 

b) Considers experts or other researchers 

as potential information resources. 

c) Identifies the value and differences of 

potential resources in a variety of formats 

(e.g., multimedia, database, Web site, data 

About the guidelines 

In
January
2002,
JoAnn
DeVries,
chair
of
the
Science
and
Technology
Section
(STS),
charged
the

STS
Task
Force
on
Information
Literacy
for
Science
and
Technology
with
developing
standards,

performance
indicators,
and
outcomes
for
library
instruction
in
science
and
technology,
based

on
the
“Information
Literacy
Competency
(ILC)
Standards
for
Higher
Education.”


The
STS
Council
approved
the
resulting
product
in
June
2004
at
the
ALA
Annual
Confer­
ence
in
Orlando,
Florida.The
STS
Task
Force
identifi
ed
five
standards,
with
the
fi
fth
standard

being
 entirely
 new
 and
 different
 from
 the
“ILC
 Standards
 for
 Higher
 Education.” The
 STS

standards
are
also
available
on
the
ACRL
Web
site
at
www.ala.org/
(click
on
“Standards
and

Guidelines”).


This
work
is
the
product
of
more
than
two
years
of
reviewing
sources,
communication,

conference
meetings,
soliciting
reviews
through
several
science/technology
electronic
lists,

and
collaboration
among
the
members
of
the
task
force
who
serve
as
liaison
librarians
for

major
science
and
engineering
disciplines.Those
members
were:


•
Virginia
Baldwin,
University
of
Nebraska­Lincoln,
Engineering,
Physics,
and
Astronomy

Librarian,
task
force
chair


•
C.
J.
(Catherine
Woodworth)
Wong,
Quinnipiac
University,
science
librarian

•
Sheila
Young,Arizona
State
University,
science
reference
librarian/engineering,
on
ARL


Learning
Outcomes
Workgroup

•
Ibironke
Lawal,Virginia
Commonwealth
University,
engineering
and
science
librarian,


biotechnology,
chemistry,
mathematics

•
Daureen
Nesdill,
University
of
Utah,
science
and
engineering
librarian

•
Barbara
MacAlpine,Trinity
University,
science
librarian


Former
members
also
made
contributions
to
the
development
of
the
fi
nal
product:


•
Sherry
Durren,
Georgia
Perimeter
College,
information
literacy
librarian

•
 Jennifer
 Laherty,
 California
 State
 University­Hayward,
 biological
 sciences,
 chemistry,


communicative
sciences
and
disorders,
geology,
health
sciences,
and
nursing

•
Elizabeth
I.
Hanson,
Indiana
University,
life
sciences.


November 2006  635 C&RL News 

http:www.ala.org


set, patent, Geographic Information Systems, 

3­D technology, open file report, audio/visual, 

book, graph, map). 

d) Realizes that information may need to be 

constructed with raw data from primary sources 

or by experimentation. 

e) Recognizes that potentially useful infor­

mation or data in a variety of formats may be 

proprietary, have limited access, or may be 

freely available online. 

f) Recognizes that potentially useful infor­

mation may require specific data management 

expertise and that an understanding of the 

structure of organizations involved in produc­

ing the information aids in the identifi cation 

of that information. 

3. Has a working knowledge of the litera­

ture of the field and how it is produced. 

Outcomes
include
that
the
student:


a) Knows how scientific, technical, and 

related information is formally and informally 

produced, organized, and disseminated. 

b) Recognizes that primary, secondary, and 

tertiary sources vary in importance and use 

with each discipline. 

c) Is aware of the professional associations 

of the field and their literature. 

d) Is knowledgeable of sources that are 

specific to the field (e.g., manuals, handbooks, 

patents, standards, material/equipment specifi ­

cations, current rules and regulations, reference 

material routinely used in industry, manuals of 

industrial processes and practices, and product 

literature). 

e) Recognizes that knowledge can be 

organized into disciplines and combinations 

of disciplines (multidisciplinary) that infl u­

ence the way information is accessed and 

considers the possibility that the literature 

of other disciplines may be relevant to the 

information need. 

f) Recognizes the value of archival informa­

tion, recognizes how its use and importance may 

vary with each discipline, and recognizes the 

importance of preservation of information. 

4. Considers the costs and benefits of ac­

quiring the needed information. 

Outcomes
include
that
the
student:


a) Determines the availability of needed 

information and makes decisions on broaden­

ing the information­seeking process beyond 

locally held resources. Some examples would 

be consulting with colleagues, independent 

information brokers, experts, and consultants 

in the field in addition to using interlibrary loan, 

nearby libraries, and information centers. 

b) Recognizes that there may be a tradeoff 

between the value of the information and the 

time and cost to obtain it. 

c) Formulates a realistic overall plan and 

timeline to acquire the needed information. 

d) Recognizes the importance of a variety 

of information research areas that can be used 

to gain competitive advantage, track new 

products, improve processes, and monitor com­

petitors and their marketing strategies. Some 

examples would be consulting with experts 

and consultants in a field, research into licens­

ing opportunities, and patent and intellectual 

property research. 

e) Recognizes that information needed may 

be in a foreign language and that translation 

may be necessary. 

Standard two 
The information literate student acquires need­

ed information effectively and effi ciently. 

Performance indicators 

The information literate student: 

1. Selects the most appropriate investigative 

methods or information retrieval systems for 

accessing the needed information. 

Outcomes
include
that
the
student:


a) Identifies appropriate investigative meth­

ods (e.g., literature search, laboratory experi­

ment, simulation, fi eldwork). 

b) Investigates the scope, content, and orga­

nization of information retrieval systems. 

c) Selects efficient and effective approaches for 

accessing the information needed from the investi­

gative method or information retrieval system. 

2. Constructs and implements effectively 

designed search strategies. 

C&RL News November 2006  636 



Outcomes
include
that
the
student:


a) Develops a research plan appropriate to 

the investigative method. 

b) Identifies keywords, synonyms, and 

related terms for the information needed and 

selects an appropriate controlled vocabulary 

specific to the discipline or information re­

trieval system. 

c) Uses other methods of search term input, 

such as structure searching and image search­

ing, specific to the discipline or information 

retrieval system. 

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). 

e) Implements the search strategy in various 

information retrieval systems using different 

user interfaces and search engines, with differ­

ent command languages, protocols, and search 

parameters, while recognizing similar search 

features across the systems (such as e­mail 

alerts and save search options, search fi elds, 

and controlled vocabulary). 

f) Follows citations and cited references to 

identify additional pertinent articles. 

3. Retrieves information using a variety of 

methods. 

Outcomes
include
that
the
student:


a) Uses various relevant search systems to 

retrieve information in a variety of formats. 

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 physi­

cal exploration. 

c) Uses specialized online or in­person 

services as needed to retrieve information and 

whenever unable to identify or locate appropri­

ate materials (e.g., interlibrary loan/document 

delivery, librarians, library staff, professional 

associations, institutional research offices, 

community resources, subject experts, and 

practitioners). 

d) Uses surveys, letters, interviews, experi­

ments, and other forms of inquiry to retrieve 

information or data, as appropriate for the 

research area or discipline. 

4. Refines the search strategy if necessary. 

Outcomes
include
that
the
student:


a) Assesses the quantity, quality, accuracy, 

currency, and relevance of the search results 

and the limitations of the information retrieval 

systems or investigative methods to determine 

whether alternatives should be sought and 

used. 

b) Identifies gaps in the information re­

trieved and determines if the search strategy 

should be revised. 

c) Repeats the search using the revised strat­

egy or new systems or methods as necessary. 

5. Extracts, records, transfers, and manages 

the information and its sources. 

Outcomes
include
that
the
student:


a) Selects the most appropriate technology 

for the task of extracting the needed infor­

mation (e.g., copy/paste software functions, 

photocopier, scanner, audio/visual equip­

ment, exploratory instruments, export of 

the information or record, or note taking). 

Examples of technologies to export informa­

tion would be bibliographic management 

software, text conversion software, and 

spreadsheet software. 

b) Creates a system for organizing the infor­

mation, including tracking results of laboratory 

experiments, fi eldwork, etc. 

c) Differentiates between the types of 

sources cited and understands the elements 

and correct syntax of a citation for a wide 

range of resources. 

d) Records all pertinent citation informa­

tion for future reference by downloading, 

printing, e­mailing, or manual notation. Uses 

various technologies to manage the informa­

tion selected and organized, e.g., bibliographic 

management software. 

Standard three 
The information literate student critically 

evaluates the procured information and its 

sources, and as a result, decides whether or 

not to modify the initial query and/or seek 

November 2006  637 C&RL News 



additional sources and whether to develop a 

new research process. 

Performance indicators 

The information literate student: 

1. Summarizes the main ideas to be ex­

tracted from the information gathered. 

Outcomes
include
that
the
student:


a) Applies an understanding of the structure 

of a scientific paper and uses sections, such as 

the abstract or conclusion, to summarize the 

main ideas. 

b) Selects main ideas from the text. 

c) Identifies verbatim material that can then 

be appropriately quoted. 

2. Selects information by articulating and 

applying criteria for evaluating both the infor­

mation and its sources. 

Outcomes
include
that
the
student:


a) Distinguishes between primary, second­

ary, and tertiary sources, and recognizes how 

location of the information source in the cycle 

of scientific information relates to the credibility 

of the information. 

b) Distinguishes among facts, points of 

view, and opinion. 

c) Examines and compares information from 

various sources in order to evaluate reliability, 

validity, accuracy, authority, timeliness, and 

point of view or bias. 

d) Analyzes the structure and logic of sup­

porting arguments or methods. 

e) Understands and uses statistical treatment 

of data as evaluative criteria. 

f) Recognizes prejudice, deception, or ma­

nipulation in the information or its use. 

g) Recognizes the cultural, physical, or other 

context within which the information was cre­

ated, and understands the impact of context on 

interpreting the information. 

3. Synthesizes main ideas to construct new 

concepts. 

Outcomes
include
that
the
student:


a) Recognizes interrelationships among 

concepts and combines them into potentially 

useful primary statements and/or summary of 

findings with supporting evidence. 

b) Extends initial synthesis, when possible, 

at a higher level of abstraction to construct 

new hypotheses that may require additional 

information. 

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. 

4. Compares new knowledge with prior 

knowledge to determine the value added, 

contradictions, or other unique characteristics 

of the information. 

Outcomes
include
that
the
student:


a) Determines whether information satisfi es 

the research or other information need. 

b) Uses consciously selected criteria to de­

termine whether the information contradicts or 

verifies information used from other sources. 

c) Draws conclusions based upon informa­

tion gathered. 

d) Tests theories with discipline­appropriate 

techniques (e.g., simulators, experiments). 

e) Determines probable accuracy by 

questioning the source of the information, 

limitations of the information­gathering tools 

or strategies, and the reasonableness of the 

conclusions. 

f) Integrates new information with previous 

information or knowledge. 

g) Determines whether information pro­

vides evidence relevant to the information need 

or research question. 

h) Includes information that is pertinent 

even when it contradicts the individual’s value 

system, and includes it without skewing it. 

5. Validates understanding and interpreta­

tion of the information through discourse with 

other individuals, small groups or teams, sub­

ject­area experts, and/or practitioners. 

Outcomes
include
that
the
student: 

a) Participates in classroom and virtual/ 

electronic discussions (e.g., e­mail, bulletin 

boards, chat rooms) and uses discussions for 

validating understanding and interpretation of 

the information. 

b) Works effectively in small groups or 

teams. 

C&RL News November 2006  638 



c) Seeks expert opinion through a variety 

of mechanisms (e.g., interviews, e­mail, dis­

cussion lists). 

6. Determines whether the initial query 

should be revised. 

Outcomes
include
that
the
student:


a) Determines if original information need 

has been satisfied or if additional information 

is needed. 

b) Reviews search strategy and incorporates 

additional concepts as necessary. 

c) Reviews information retrieval sources 

used and expands to include others as 

needed. 

7. Evaluates the procured information and 

the entire process. 

Outcomes
include
that
the
student:


a) Reviews and assesses the procured infor­

mation and determines possible improvements 

in the information­seeking process. 

b) Applies the improvements to subsequent 

projects. 

Standard four 
The information literate student understands the 

economic, ethical, legal, and social issues sur­

rounding the use of information and its technolo­

gies and either as an individual or as a member 

of a group, uses information effectively, ethically, 

and legally to accomplish a specifi c purpose. 

Performance indicators 

The information literate student: 

1. Understands many of the ethical, legal 

and socioeconomic issues surrounding infor­

mation and information technology. 

Outcomes
include
that
the
student:


a) Identifies and discusses issues related 

to privacy and security in both the print and 

electronic environments. 

b) Identifies and discusses issues related to 

free versus fee­based access to information. 

c) Identifies and discusses issues related to 

censorship and freedom of speech. 

d) Demonstrates an understanding of in­

tellectual property, copyright, and fair use of 

copyrighted material and research data. 

2. Follows laws, regulations, institutional 

policies, and etiquette related to the access 

and use of information resources. 

Outcomes
include
that
the
student:


a) Participates in electronic discussions 

following accepted practices (e.g., “Neti­

quette”). 

b) Uses approved passwords and other 

forms of ID for access to information resources 

ethically. 

c) Complies with institutional policies 

on access to and distribution of information 

resources. 

d) Preserves the integrity of information 

resources, equipment, systems, and facili­

ties. 

e) Legally obtains, stores, and disseminates 

text, data, images, or sounds. 

f) Demonstrates an understanding of what 

constitutes plagiarism and does not represent 

work attributable to others as his/her own. 

This includes the work of other members of 

research teams. 

g) Demonstrates an understanding of federal, 

state, and institutional policies related to the use 

of human and animal subjects in research. 

3. Acknowledges the use of information 

sources in communicating the product or 

performance. 

Outcomes
include
that
the
student:


a) Selects an appropriate documentation 

style for each research project and uses it 

consistently to cite sources. 

b) Posts permission granted notices, as 

needed, for copyrighted material. 

c) Acknowledges all contributors, funding 

sources, grants, etc. Complies with reporting 

and other requirements related to grants. 

4. Applies creativity in use of the informa­

tion for a particular product or performance. 

Outcomes
include
that
the
student:


a) Selects, analyzes, organizes, summarizes, 

and/or synthesizes information from a variety 

of resources. 

b) Explores the use of advanced informa­

tion technologies, such as data mining and 

visualization to move beyond retrieval and 

November 2006  639 C&RL News 



identify trends and patterns within large sets of 

complex research data. 

5. Evaluates the final product or perfor­

mance and revises the development process 

used as necessary. 

Outcomes
include
that
the
student:


a) Maintains a journal or log of activities 

related to the information­seeking, evaluating, 

and communicating process. 

b) Reflects on past successes, failures, and 

alternative strategies. 

C&RL News November 2006  640 

Works consulted in developing these standards 
In
developing
the
standards
the
Task
Force
reviewed
six
regional
accreditation
sources,


standards
and
criteria
for
three
disciplines,
four
monographs,
engineering
library
information

competencies,
and
a
relevant
university
Web
site:


Association Web sites 
•
MSA:
Middle
States
Association
of
Colleges
and
Schools,
www.msache.org.

•
NCA­HLC:
North
Central
Association
of
Schools
and
Colleges
–
Higher
Learning
Com­

mission,
www.ncahigherlearningcommission.org.

•
 NWCCU:
 Northwest
Association
 of
 Schools,
 Colleges
 and
 Universities,
 www.nwccu.


org.

•
SACS:
Southern
Association
of
Colleges
and
Schools,
www.sacscoc.org.

•
WASC–ACSCU:Western
Association
of
Schools
and
Colleges,
www.wascweb.org.

•
NEASC:
New
England
Association
of
Schools
and
Colleges
–
Commission
on
Institutions


of
Higher
Education,
www.neasc.org.


Discipline standards 
•
EHAC:
National
Environmental
Health
Science
and
Protection
Accreditation
Council,


www.ehacoffi
ce.org.

•
 CHEM:
American
 Chemical
 Society
 (ACS),
 Committee
 on
 Professional
Training,
 2003,


Undergraduate
Professional
Education
in
Chemistry:

Guidelines
and
Evaluation
Procedures,

Columbus,
Ohio,American
Chemical
Society.Available
at:
www.chemistry.org/portal/a/c/s/1

/acsdisplay.html?DOC=education\cpt\guidelines.html.


•
ABET:Accreditation
Board
for
Engineering
and
Technology,
Inc.,
www.abet.org/criteria.

html.


Monographs 
•
 Engineering Libraries: Building Collections and Delivering Services, Conklin
 and


Musser,
eds.,
Haworth
Press,
Inc.
NY
2001.

•
By
authors
cited:
Information and the Professional Scientist and Engineer, Baldwin


and
Hallmark,
eds.,
Haworth
Press,
Inc.,
NY
2001,
(Flaxbart,
Joseph,Wild
and
Havener,
Pinelli,

Caracuzzo,
Wagner).


•
Online Ecological and Environmental Data, Virginia
A.
Baldwin,
ed.,
Haworth
Press,

Inc.,
NY
2004.


•
Communication
Patterns
of
Engineers.
Carol
Tenopir,

and
Donald
W.
King,
IEEE
Press

(Wiley­Interscience),
Piscataway,
NJ
2004.


Other 
•
ASEE
 Engineering
 Libraries
 Division,
“Information
 Competencies
 for
 Engineering”.


Unpublished.

•
Cal
Poly
University,“Introductory
Competencies
in
Specific
Disciplines,”
www.lib.calpoly.


edu/infocomp/specifi
c.html.




c) Applies devised improvements to sub­

sequent projects. 

6. Communicates the product or perfor­

mance effectively to others. 

Outcomes
include
that
the
student:


a) Chooses a communication medium and 

format that best supports the purposes of the 

product or performance and the intended 

audience. 

b) Uses a range of information technol­

ogy applications in creating the product or 

performance. 

c) Incorporates principles of design in the 

product or performance. 

d) Communicates clearly and succinctly, 

if appropriate, with a style that supports the 

purposes of the intended audience. 

Standard fi ve 
The information literate student understands 

that information literacy is an ongoing pro­

cess and an important component of lifelong 

learning and recognizes the need to keep 

current regarding new developments in his 

or her fi eld. 

Performance indicators 

The information literate student: 

1. Recognizes the value of ongoing as­

similation and preservation of knowledge in 

the fi eld. 

Outcomes
include
that
the
student:


a) Recognizes that, for a professional, it 

is necessary to keep up with new develop­

ments that are published in the literature of 

the fi eld. 

b) Recognizes that learning about informa­

tion gathering is an ongoing process as the 

source, format, software requirements, and de­

livery method of needed information changes 

and evolves with time. 

c) Is able to apply information access skills 

learned in one subject area to another. 

d) Understands the importance of archiving 

information so that it will survive company 

mergers, outdated access technologies, person­

nel departures, etc. 

2. Uses a variety of methods and emerging 

technologies for keeping current in the fi eld. 

Outcomes
include
that
the
student:


a) Establishes current awareness services 

and follows citation and cited references for 

pertinent articles. 

b) Uses online table of contents scanning, 

review journals, and other forms of rapid com­

munication literature. 

c) Manages files of citations of articles read 

or accessed (such as through use of biblio­

graphic management software). 

d) Uses bibliometric analysis tools to up­

date knowledge of changing technology and 

product life cycles (such as by analyzing a 

company’s published papers and/or patent 

portfolio). 

e) Recognizes emerging forms and methods 

of scholarly publishing in the fi eld. Recent ex­

amples are: the use of blogs, RSS feeds, open 

access journals, and freely available online 

research data. 

November 2006  641 C&RL News