Learning Competencies

•Defines information needs, locates, accesses, organizes

and communicates information
•Demonstrates ethical use of information.
 It is the ability to recognize
when information is needed and
to locate, evaluate, effectively use,
and communicate information in
its various formats.
 Information literacy provides
the keys to academic
achievement and lifelong
learning.
 The information literate
student can identify the nature
and extent of information
needed.
 writing a thesis statement
creating a timeline and plan to complete a
research paper
 reading background information on a topic
before researching
 recognizing the difference between a
library database and a website
 differentiating between primary,
secondary and tertiary sources of
information.
 devising a search strategy to find
information on buying an new home
 identifying the difference between a
published court decision and an article about
the court case
 deciding to search for the most current
information available on a medical procedure.
 The information literate
student can find needed
information effectively and
efficiently.
 finding an article from the library
databases
 using Boolean terms (AND, OR, NOT)
when searching online
 locating a book on the library shelves by its
call number
 refining a search strategy to narrow down
results in databases and search engines
 choosing keywords and phrases to use in a
library catalog search.
 locating a website written by a credible
botanist to help identify wildflowers
 searching public archives for information
on local history
 requesting genealogical records through
interlibrary loan
 accessing a government website for local
crime statistics.
 The information literate
student can evaluate information
and its sources critically.
 summarizing the main ideas of an article
or book
 reviewing multiple points of view to
construct an opinion
 exploring different sources of information
(web books, databases, primary sources) to
understand the topic
 analyzing the structure and logic of
arguments made in lectures and speeches.
 researching the claims made in a political
ad on television
 scrutinizing a Wikipedia article for
accuracy
 checking a website for currency updates.
 The information literate
student can apply information
effectively to accomplish a
specific purpose.
 paraphrasing an expert essay to support a
position in a persuasive speech
 integrating a direct quotation from a
reference book into a research paper
 using images from a database to prepare a
group PowerPoint presentation.
 developing a market survey based on gaps
identified by reviewing studies
 referencing experts to support a point
during a discussion
 communicating the findings of a patent
search to potential product investors.
 The information literate
student can acknowledge sources
of information and the ethical,
legal, and socio-economic issues
surrounding information..
 citing an information source in the text of a
research paper
 creating a works cited page or bibliography
 understanding what constitutes plagiarism
 utilizing Fair Use and copyright guidelines
 obtaining permission before copying a
news story to a blog
 giving attribution to a reposted image on a
website
 recognizing limits and protections of free
speech and censorship on television
 downloading legally purchased music
 …a broad term that can cover
data, knowledge derived from
study, experience, or instruction,
signals or symbols.

- UNESCO MIL Curriculum for

Teachers
(www.lib.odu.edu)
Factual Information – based on
evidences and findings provided
by reliable sources. (books,
encyclopedias, periodicals, or
technical report by agencies and
institutions)
Analytical Information – an
analysis or interpretation of facts
by an individual, usually an expert
on the subject. (feature articles,
commentaries, or reviews)
Subjective Information – when
you consult an expert opinion such
as those found in the editorial
section of a newspaper in web log
entries of prolific writers.
Objective Information – if the
information is unbiased and does
not lead you to judge the
information in a certain way.
(scientific papers, news reports)
Currency of information refers to
how up-to-date or how the recent
the information is.
Publication Date of the source
material is the usual basis for
currency.
There are historical or old
information that are very helpful
in providing insights and
comparison of events.
A combination of current and
historical information, especially
in research, provides a more
holistic picture.
A scholarly (or academic) resource
is one that is written by experts in
the field for experts in the field.
A popular resource is one that is
written for the general public. The
local newspaper is a popular
resource.
Primary Sources are created as
close to the original event or
phenomenon as it is possible to be.
For example, a photograph or
video of an event is a primary
source. Data from an experiment
is a primary source.
Secondary Sources are based on or
about the primary sources. For
example, articles and books in which
authors interpret data from another
research team’s experiment or
archival footage of an event are
usually considered secondary sources.
Tertiary Sources summarizes or
synthesize the research in
secondary source. For example,
textbooks and reference books are
tertiary sources.
Stable Information – has been
around for a long time; routinely
updated; associated with a
reputable institution.
Unstable Information – websites
disappear overnight; not updated