Information Competency is the ability to recognize a need for information, to persist in acquiring it, and to understand the value of information in personal, work and academic life. An information competent individual can access, evaluate, organize and apply information from a variety of sources and in a variety of contexts. An information competent student can:

1. Recognize the value of information.

A. Student can recognize and value a need for information.
B. Student, recognizing inquiry as central to learning, views herself as a questioner.
C. Student persists in obtaining information that will meet her needs.

2. Develop or formulate vocabulary based on the information needed.

A. Student can identify and use appropriate search language for the topic in question.
B. Student can identify and use appropriate search language for the source being used.
C. Student can identify and use language which describes broader, narrower, and related terms (synonyms).
D. Students can identify and use thesauri and other tools to gather vocabulary.

3. Understand information structures in different sources and contexts.

A. Student can identify and use macro structures, e.g. entire library, database or multi-volume work.
B. Student can identify and use micro structures, e.g. search interfaces, indices, finding aids.
C. Student can recognize and use conventions within micro structures, e.g. searchable fields, logical operators, alphabetical (browse) or keyword indexing and searching.
D. Student can examine the whole, identify its parts, select and use appropriate micro structures or conventions in order to retrieve information.

4. Identify potential sources.

A. Student recognizes libraries as providers of information and that different types of libraries serve different information needs.
B. Student can identify interested disciplines/groups/individuals who might produce information on a topic.
C. Student can analyze the presentation of information in various formats and select the most appropriate.

5. Formulate Questions; develop and apply appropriate search strategies.

A. Student recognizes the importance of formulating and asking questions.
B. Student can concisely articulate a specific problem/question.
C. Student can progressively state questions and identify subtopics while researching.
D. Student can prioritize sources in order to organize a search effectively and efficiently.
E. Student is able to retrieve information, using a variety of methods and technologies.
F. Student can locate the pertinent sections of each information resource.
G. Student is able to ascertain if there are gaps in the information found, and whether additional sources might be required.
H. Student can recognize when sufficient information has been collected to resolve the initial question.

6. Analyze information sources.

A. Student can recognize the bias or point of view of an information source and identify differing or opposing viewpoints.
B. Student can state several reasons why the chosen information source is valuable to the question.
C. Student can evaluate the authority or validity of an information source by considering:
   1. The qualifications of the author
   2. The date the information was published or produced.
   3. The relevance of the information: is it related directly or indirectly to the topic being researched?
   4. The completeness of the information.
   5. The depth of the author’s analysis.
   6. The medium in which the information is published.

7. Use information in critical thinking and problem-solving.

A. Students can critically evaluate new information and , if warranted, integrate it into their existing body of knowledge
B. Student can recognize the context and implications of information and determine the extent to which the information can be applied to other contexts.
C. Student can recognize the cultural context within which beliefs and knowledge exist.
D. Students can recognize their prior knowledge and critically evaluate its impact on their question.
E. Student can evaluate previously held assumptions or beliefs in the light of new information and modify those assumptions or beliefs accordingly.
F. Student can accept new information that is contrary to, as well as consistent with, previously held beliefs.
G. Student can recognize and tolerate the ambiguity of multiple points of view.
H. Student can explain how and why information applies to a specific problem.

8. Organize, store and manipulate the information gathered, ready for practical application.

A.Student is able to document sources of all types and formats appropriately.
B. Student can identify the most widely-used styles of documentation, and use the appropriate style as determined by discipline.
C. Student can organize and reorganize the information found in ways that will ease future access to it, and that will enhance its usefulness, both to the student and others.
D. Student can recognize patterns, and categorize information accordingly.
E. Student can construct a broad outline of the information found.
F. Student can write an abstract of each source, utilizing paraphrasing skills.
G. Student is able to re-retrieve information gathered earlier.

9. Identify public policy issues relating to the access to and uses of information.

A. Student can explain the concept of intellectual property rights, as it relates to patents, trademarks, and copyrighted materials.
B. Student can discuss the cultural contexts of intellectual property concepts.
C. Student is able to distinguish between “fair use” and plagiarism in various media and formats.
D. Student can discuss concepts and issues relating to freedom of expression.
E. Student can discuss the concepts of classified information and proprietary information.

10. Identify the influence of market forces on information access.

A.Student can distinguish between mass market and specialty publishing, e.g. academic, small press, government.
B. Student can describe the impact of advertising revenue and /or circulation (number of subscribers) on access to information, e.g. subscription prices, editorial influence of advertisers.
C. Student can identify several factors that might influence their own access to information, e.g. cost, availability through libraries or bookstores, in/out of print.