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3. Identify standards and performance indicators (with specific outcomes) from the Information Literacy Competency Standards for Higher Education that would be appropriate for an information literacy tutorial.

Standard One

The information literate student determines the nature and extent of the information needed.

Performance Indicator #2. The information literate student identifies a variety of types and formats of potential sources for information.

Outcomes Include:
b. Recognizes that knowledge can be organized into disciplines that influence the way information is accessed
c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/ visual, book)
d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
e. Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline

REASON FOR INCLUSION:
I think that students in general have difficulty defining the types and formats of reference sources. They need to know how to match their information need to the right kind of source.

Performance Indicator #4:The information literate student reevaluates the nature and extent of the information need.

Outcomes Include:
a. Reviews the initial information need to clarify, revise, or refine the question
b. Describes criteria used to make information decisions and choices

REASON FOR INCLUSION:
Students need to know how to articulate what they need. Questions that are too broad are a real problem- they are not aware of the vast amounts of info out there. For example, today I received a question wanting information on "drug addiction."

Standard Two

The information literate student accesses needed information effectively and efficiently.

Performance Indicator #2: The information literate student constructs and implements effectively-designed search strategies.

Outcomes Include:
a. Develops a research plan appropriate to the investigative method
b. Identifies keywords, synonyms and related terms for the information needed
c. Selects controlled vocabulary specific to the discipline or information retrieval source
d. Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books)
e. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
f. Implements the search using investigative protocols appropriate to the discipline.

REASON FOR INCLUSION:
This performance indicator seems to be the skeleton of information literacy in that this is the practical application to the knowledge of where to search. This is "how to search."

Performance Indicator #3: The information literate student retrieves information online or in person using a variety of methods.

Outcomes Include:
a. Uses various search systems to retrieve information in a variety of formats
b.Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration
c. Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, and practitioners)

REASON FOR INCLUSION:
The need to know how to use the library catalogue , indexes, etc. as well as the services available to them through the library are very important. If anything else, knowing that they can ask a librarian would go a long way to instill information literacy skills.

Performance Indicator #4: The information literate student refines the search strategy if necessary.

Outcomes Include:
1. Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized
2. Identifies gaps in the information retrieved and determines if the search strategy should be revised
3. Repeats the search using the revised strategy as necessary

REASON FOR INCLUSION:
Lather, rinse and repeat, or if you can stand another cliche "if at first you don't succeed (and you generally won't at first succeed) try, and try again. This would be a good place to put in the "don't worry you are not an idiot" part.

Performance Indicator #5: The information literate student extracts, records, and manages the information and its sources.

Outcomes Include:
a. Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments)
b. Creates a system for organizing the information
c. Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources
d. Records all pertinent citation information for future reference
e. Uses various technologies to manage the information selected and organized

REASON FOR INCLUSION:
I included this because this is where info on refworks could be placed-which is an amazing time saver and could be used as a "seduction" tool to get folks into the library. Also because introducing students to how to manage their citations is a great and simple way of answering the "why should I care?" question. Answer: TO MAKE YOUR LIFE A LOT EASIER.

Standard Three

The information literate student evaluates information and its sources critically [ and incorporates selected information into his or her knowledge base and value system.] (I would omit this last part for an online tutorial)

Performance Indicator #2: The information literate student articulates and applies initial criteria for evaluating both the information and its sources.

Outcomes Include:
a. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias

REASON FOR INCLUSION:
I felt that most of Standard three went beyond the scope of an online tutorial except for maybe this one outcome that concerns evaluating sources.

Standard Five

The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

Performance Indicator #1: The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.

Outcomes Include:
a. Identifies issues related to privacy and security in both the print and electronic environments
d. Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material

Performance Indicator #2: The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.

Outcomes Include:
a. Uses approved passwords and other forms of ID for access to information resources
b. Complies with institutional policies on access to information resources
c. Preserves the integrity of information resources, equipment, systems and facilities
d. Legally obtains, stores, and disseminates text, data, images, or sounds
e.Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own
f. Demonstrates an understanding of institutional policies related to human subjects research

Performance Indicator #3: The information literate student acknowledges the use of information sources in communicating the product or performance.

Outcomes Include:
a. Selects an appropriate documentation style and uses it consistently to cite sources

REASON FOR INCLUSION:
So they don't cheat.