Information literacy expectations agreed to by the Washington State universities. This document was a collaboration between university library directors and university academic vice presidents in 2007.
Expectations for entering Juniors-
- Be able to shape a basic research question appropriate to the topic and to the audience; be able to modify or revise research questions to achieve a manageable focus.
- Demonstrate a basic understanding of the types of information resources available and distinguish which ones are relevant to the task; formulate effective search strategies.
- Begin to explore how researchers formulate questions and use specific research methods to generate evidence and support conclusions.
- Recognize differences between popular and scholarly information.
- Recognize differences between primary and secondary sources.
- Gain a sense of when and what type of web sources are appropriate to a given research project.
- Understand that there are multiple approaches to research; be flexible, creative, and resourceful in using research strategies.
- Practice critical assessment of sources (i.e. usefulness, authorship, currency, point of view, bias, use of evidence, etc.)
- Demonstrate basic skills in summarizing, analyzing, and synthesizing information from a wide variety of sources.
- Incorporate an understanding of their personal values and biases when making inferences and drawing conclusions about sources of information; reflect upon their own assertions.
- Appreciate that there are ethical issues inherent in research.
- Communicate results of research (via written, oral, or visual means) meeting standards of organization, evidence, coherence, and correctness.
- Be aware of institutional regulations concerning plagiarism and academic honesty.
- Know how and when to document sources using an appropriate citation format.
- Understand the role of library professionals and faculty in guiding them towards reliable information resources and effective research methods.