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ACRL Framework Resources

Ideas for incorporating the ACRL Framework into your instruction

IL Program Statement and Learning Outcomes for EU Libraries

Emory University Libraries Information Literacy Program and Learning Outcomes (Draft 10/11/16) 

The Emory Libraries’ Information Literacy Program supports the teaching mission of Emory University by providing undergraduate students with the knowledge and skills they need to find and participate critically in the conversations and debates of scholars.  

Our programmatic learning outcomes for faculty and librarians listed below are based upon the Association of College and Research Libraries’ Framework for Information Literacy. Emory librarians partner with faculty to contextualize these learning outcomes to particular disciplinary and instructional situations.  

Information Literacy instruction is delivered in multiple ways: through active learning experiences in library instruction sessions for classes, through assignments created in conjunction with faculty, in individual consultations and from materials accessible on the Libraries' websites. 

 

Learning Outcomes 

Authority Is Constructed and Contextual 

  • Students will be able to evaluate a resource using a variety of criteria in order to determine whether it meets their information need. 

    • Students will be able to evaluate sources for currency, reliability, validity, accuracy, authority, and bias in order to determine their credibility. 

  • Students will be able to explain that a resource's authority/authoritativeness is dependent on its creator and the context in which it is used. 

    • Students will be able to identify possible audiences, purposes, viewpoints and expertise of authors of information resources. 

  

Information Creation as a Process 

  • Students will be able to link the processes involved in information creation to a particular information need. 

    • Students will be able to distinguish between primary and secondary sources in order to select appropriate sources for their research. 

    • Students will be able to identify common characteristics of a variety of information source types in order to differentiate scholarly, trade and popular publications. 

    • Students will recognize that scholarly research materials exist in a variety of formats and will select resources that meet their needs regardless of medium. 

 

Information Has Value 

  • Students will be able to describe the legal and socioeconomic influences in information production and dissemination in order to use information legally and ethically. 

    • Students will be able to apply intellectual property laws to their use of an information source in order to use it legally. 

    • Students will be able to cite information sources (regardless of format, such as data and images) in order to give credit to the original ideas of others. 

 

Research as Inquiry 

  • Students will recognize that research is an iterative process that requires ongoing inquiries. 

    • Students will identify information gaps in order to formulate research questions. 

    • Students will revise their research questions in response to new information or understandings. 

 

Scholarship as Conversation 

  • Students will be able to demonstrate that research and knowledge creation involve listening to, acknowledging, and responding to others’ related ideas. 

    • Students will use a variety of resources in order to address the various perspectives on an issue. 

    • Students will be able to describe the role of the peer-review process. 

    • Students will be able to trace citations representing the scholarly conversation on a topic. 

  

Searching as Strategic Exploration 

  • Students will be able to align search strategies to information needs in order to work in a variety of information systems. 

    • Students will be able to develop effective research plans for locating information relevant to a research question. 

    • Students will be able to determine an appropriate scope of investigation in order to meet project requirements. 

    • Students will be able to identify key concepts and related terms in order to locate relevant sources for their projects. 

    • Students will be able to use subject headings and other controlled vocabularies in order to find additional relevant resources and limit their searches. 

    • Students will be able to retrieve books, articles and other media in order to access information appropriate to their needs. 

 

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