Information Literacy

Information literacy forms the basis for lifelong learning. It is common to all disciplines, learning environments, and levels of education. It enables learners to master content and extend their investigations, to become more self-directed, and assume greater control over their own learning. Information literacy involves the reflective discovery of information, understanding how information is produced and valued, and ethically participating in the development of scholarly and professional information. 

In light of ongoing developments in generative Artificial Intelligence (AI), it is even more critical for individuals to verify information, in addition to check original or supporting sources of information. Individuals must maintain awareness of possible biases and inaccuracy, and recognize how AI affects the research process.

All Willamette students should have a firm understanding of these essential learning outcomes upon graduation. The following learning outcomes are based on the ACRL Framework and Information Literacy Competency Standards for Higher Education.

1. Research as Inquiry 
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry.

a. Identify a need for information to effectively research a topic.
b. Formulate questions based on information gaps and/or on reexamination of existing, possibly conflicting information.
c. Understand the different types and formats of information sources and employ good judgment in the selection of those sources.

2. Searching as Strategic Exploration
Searching for information requires the evaluation of a range of information sources and the ability to pursue alternate avenues as new understanding develops.

a. Develop an effective search strategy to access needed information.
b. Utilize divergent (e.g. brainstorming) and convergent thinking (e.g. selecting the best source) when searching.
c. Demonstrate the ability to navigate relevant information resources.
d. Effectively track and organize research processes and results.
e. Refine needs and search strategies as necessary, based on previous search results.

3. Evaluate, Interpret, and Analyze
Information resources reflect their creators’ expertise and credibility, including AI generated content, and should be evaluated based on the need and context in which the information will be used.

a. Apply appropriate criteria to evaluate reliability, relevance, authority, and accuracy of information.
b. Critically evaluate the creators of sources, including tone, subjectivity, and biases. This is particularly important for content that is generated by AI.
c. Consider how the information relates to the original purpose(s) and audience(s) of the source.
d. Demonstrate an understanding of new technologies and their impact on learning and the information landscape.

4. Recognize that Information has Value
Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world.

a. Demonstrate an understanding of intellectual property (including copyright), information security and privacy, and ethical use of information.
b. Acknowledge the original ideas of others, including content generated by AI, through proper attribution and citation.
c. Understand that legal, social, and economic interests impact information production and dissemination.

5. Synthesize and Contribute
The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.

a. Understand that the format and delivery method impact the message conveyed.
b. Create new insights using tools and resources appropriate for the topic and audience.
c. Participate effectively and ethically in communities of discourse to achieve shared goals and values.