Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
2006: Information Literacy Standards for Science and Engineering/Technology
The ALA/ACRL/STS Task Force on Information Literacy for Science and Technology developed the Information Literacy Standards for Science and Engineering which was adopted by ACRL in June 2006. A living document, the Standards are summarized here in abbreviated format. The complete Standards provide more detail about the learning outcomes for each.
Standard One: Identifying Information Needs
The information literate student determines the nature and extent of the information needed.
- Defines and articulates the need for information.
- Identifies a variety of types and formats of potential sources for information.
- Has a working knowledge of the literature of the field and how it is produced.
- Considers the costs and benefits of acquiring the needed information.
Standard Two: Acquiring Useful Information
The information literate student acquires needed information effectively and efficiently.
- Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
- Constructs and implements effectively designed search strategies.
- Retrieves information using a variety of methods.
- Refines the search strategy if necessary.
- Extracts, records, transfers, and manages the information and its sources.
Standard Three: Evaluating Information
The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.
- Summarizes the main ideas to be extracted from the information gathered.
- Selects information by articulating and applying criteria for evaluating both the information and its sources.
- Synthesizes main ideas to construct new concepts.
- Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
- Validates understanding and interpretation of the information through discourse with other individuals, small groups or teams, subject-area experts, and/or practitioners.
- Determines whether the initial query should be revised.
- Evaluates the procured information and the entire process.
Standard Four: Effective, Ethical Use of Information
The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.
- Understands many of the ethical, legal and socioeconomic issues surrounding information and information technology.
- Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
- Acknowledges the use of information sources in communicating the product or performance.
- Applies creativity in use of the information for a particular product or performance.
- Evaluates the final product or performance and revises the development process used as necessary.
- Communicates the product or performance effectively to others.
Standard Five: Lifelong Learning
The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.
- Recognizes the value of ongoing assimilation and preservation of knowledge in the field.
- Uses a variety of methods and emerging technologies for keeping current in the field.
The ACRL Framework for Information Literacy for Higher Education
The ACRL Framework for Information Literacy for Higher Education (ACRL Framework) was adopted by the ACRL Board on January 11, 2016. See below for a link to the Framework and related information.
This Twitter hashtag is used for content related to the Framework: #ACRLframework