These performance indicators can be used in evaluating students' knowledge of each competency required of them when majoring in a discipline.  For more specific evaluation guidelines, look at the outcomes listed for each indicator on the ACRL IL Standards web page:  http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm#stan .

For an example of how these compentencies have been used by a Department of Geography, see:
Humbolt State University, Geographic Department Information Competence Initiative
Select "Learning Outcomes in Geography."

A student completing the [Department] major will demonstrate the following abilities:

1. Determine the nature and extent of information needed to answer a question related to [Department].
• Identify potential sources of information, both primary and secondary, regardless of format.
• Achieve a manageable focus necessary to answer the question.
• Determine the availability of needed information.

 
2. Locate, retrieve, and evaluate [Department] information effectively & efficiently.
• Select the most appropriate retrieval system(s) for accessing needed information.
• Design and implement an effective search strategy.
• Identify keywords, synonyms and related terms for needed information and use appropriate vocabulary specific to the discipline or information retrieval source.
• Use appropriate commands for information retrieval system selected (e.g. Boolean operators, truncation, etc. for search engines; indexes for books).
• Retrieve information using a variety of methods (electronic or physical), including Interlibrary Loan, on-campus resources, community resources, experts and practitioners.
• Reevaluate the nature and extent of the information need and refine the initial query and/or search strategy when necessary. (from Standards 1, 2, & 3)
• Extract, organize, and manage information retrieved.

 
• Articulates and applies criteria for evaluating both the information and its sources.
• Determines whether information satisfies the research need.
• Compares information from various sources, evaluating reliability, validity, accuracy, authority, timeliness, coverage, and perspective.
• Recognizes the political and cultural context in which information was created.
• Investigates differing viewpoints in the literature; determines the value added, contradictions, or other unique characteristics of the information.

 
3. Individually or as a member of a group, use information effectively in a manner that supports a specific purpose such as a paper or presentation in the field of [Department].
• Apply new and prior information to the planning and creation of a research project.
• Revise the development process for the research project or performance.
• Communicate research clearly and effectively to others, orally, in writing, or through other media.

 
4. Understand the economic, legal, and social issues surrounding the use of information. Access and use information ethically and legally.
• Understand issues related to privacy and security of information.
• Follow laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
• Acknowledge the use of information sources when communicating research results.
• Select an appropriate documentation style and uses it consistently.
• Recognize what constitutes plagiarism.

URL:  http://www.lib.wsc.ma.edu/ILIndicators.htm
Page maintained by Corinne Ebbs
Last updated March 3, 2004