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Unit 13: Purpose and Programmes of Education

literacies: information, technology, visual, textual, and digital. These aspects of literacy were Notes
organized within four key goals: that “learners use of skills, resources, & tools” to “inquire, think
critically, and gain knowledge”; to “draw conclusions, make informed decisions, apply knowledge
to new situations, and create new knowledge”; to “share knowledge and participate ethically and
productively as members of our democratic society”; and to “pursue personal and aesthetic growth”.
In 2000, the Association of College and Research Libraries (ACRL), a division of the American Library
Association (ALA), released “Information Literacy Competency Standards for Higher Education”,
describing five standards and numerous performance indicators considered best practices for the
implementation and assessment of postsecondary information literacy programs. The five standards
are:
• Standard One: The information literate student determines the nature and extent of the
information needed.
• Standard Two: The information literate student accesses needed information effectively and
efficiently.
• Standard Three: The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge base and value
system.
• Standard Four: The information literate student, individually or as a member of a group, uses
information effectively to accomplish a specific purpose.
• Standard Five: The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses information
ethically and legally.
These standards are meant to span from the simple to more complicated, or in terms of Bloom’s
Taxonomy of Educational Objectives, from the “lower order” to the “higher order”. Lower order
skills would involve for instance being able to use an online catalog to find a book relevant to an
information need in an academic library. Higher order skills would involve critically evaluating
and synthesizing information from multiple sources into a coherent interpretation or argument.

Self Assessment
Multiple Choice Questions:

3. The American Association of School Librarians and the Association for Educational
Communications and Technology published “Information Literacy Standards for Student
Learning” in the year:
(a) 1998 (b) 1999
(c) 1997 (d) 2000.
4. AASL expanded and restructured the standards that school librarians should strive for in
their teaching in the year:
(a) 1998 (b) 2007
(c) 2006 (d) 2001.
5. The Association of College and Research Libraries (ACRL), a division of the American Library
Association (ALA), released “Information Literacy Competency Standards for Higher
Education” in the year:
(a) 2001 (b) 2007
(c) 2000 (d) None of these.

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