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Information Literacy: Information Creation as a Process

Information Creation as a Process - 
Sources are reliable, evaluates information effectively

From the Framework

Knowledge Practices

Learners who are developing their information literate abilities

  • articulate the capabilities and constraints of information developed through various creation processes;
  • assess the fit between an information product’s creation process and a particular information need;
  • articulate the traditional and emerging processes of information creation and dissemination in a particular discipline;
  • recognize that information may be perceived differently based on the format in which it is packaged;
  • recognize the implications of information formats that contain static or dynamic information;
  • monitor the value that is placed upon different types of information products in varying contexts;
  • transfer knowledge of capabilities and constraints to new types of information products;
  • develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys.

Dispositions

Learners who are developing their information literate abilities

  • are inclined to seek out characteristics of information products that indicate the underlying creation process;
  • value the process of matching an information need with an appropriate product;
  • accept that the creation of information may begin initially through communicating in a range of formats or modes;
  • accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes;
  • resist the tendency to equate format with the underlying creation process;
  • understand that different methods of information dissemination with different purposes are available for their use.

Mapped to the LEAP Standards

Capstone

4

Milestones

3                                                                  2

Benchmark

1

Understands that the purpose, message, and delivery of information are intentional acts of creation. Looks to the underlying process of creation as well as the final product to critically evaluate the useful ness of information.

Understands that the purpose, message, and delivery of information are intentional acts of creation. Begins to look to the underlying process of creation and begins to critically evaluate the usefulness of information.

Marginally understands that the purpose, message, and delivery of information are acts of creation. Begins to understand the creation process.

Does not understand that the purpose, message, and delivery of information are intentional acts of creation. Has trouble understanding the creation process.

Assignment Ideas

  • Assign students to identify several different applicable information sources that arise from different creation processes, and to communicate the unique values of each. (in collaboration with instructor and course assignment) .
  • Student will identify the format of the sources they find for a given research project and articulate why the chosen formats are appropriate for the information need.
  • Student will find sources about the same topic in two divergent formats, e.g. newspaper movie review and literary journal movie review or scholarly article and a researcher’s blog. Students will compare and contrast the type of information found in each format, as well as articulate the processes underlying the creation of each format.
  • Have students research the impact of digital formats in scholarly publication, including Open Source initiative.
  • Ask students to transform information they have created in one format to another format, and to write a reflection on what they needed to consider as they went through the process.