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Map of ACRL Standards to ACRL Framework and King Core Competencies

I’ve been working on synthesizing the ACRL Information Literacy Standards with the ACRL Draft Framework and the Core Competencies at my university. These are merely my interpretations and are a work-in-progress. Prezi originally created Sept. 2014
by

Emily Krug

on 27 January 2016

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Transcript of Map of ACRL Standards to ACRL Framework and King Core Competencies

1. Scholarship is a conversation.
1. The information literate student determines the nature and extent of the information needed.
1.3 Students will consider the ethical implications of decisions that impact their lives as well as the lives of others.
King University Core Competency 2.5
Map: ACRL Standards/Framework to King Core Competencies
King University Libraries
ACRL Information Literacy Competency Standards
Frame 1
2. The information literate student accesses needed information effectively and efficiently.
3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
5. 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.
ACRL Framework for information Literacy for Higher Education
(June 2014 Draft)
2. Research as inquiry.
3. Authority is contextual and constructed.
4. Format as a process.
5. Searching as exploration.
6. Information has value.
Select King University Core Competencies
2.6 Students will employ skills of analysis when presented with a problem.
2.7 Students will demonstrate competency in the use and application of technology.
3.4 Students will examine ways in which identity, including their own, is shaped by culture.
4.2 Students will apply appropriate critical and evaluative techniques to aesthetic texts.
5.2 Students will differentiate data-based conclusions from opinion and from other ways of knowing.
Students will demonstrate information literacy.
Frame 2
Frame 3
Frame 4
Frame 6
Frame 5
1. Scholarship is a conversation.
1. The information literate student determines the nature and extent of the information needed.
3.4 Students will examine ways in which identity, including their own, is shaped by culture.
4.2 Students will apply appropriate critical and evaluative techniques to aesthetic texts.
3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
5. 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.
1. The information literate student determines the nature and extent of the information needed.
2. Research as inquiry.
2.6 Students will employ skills of analysis when presented with a problem.
4.2 Students will apply appropriate critical and evaluative techniques to aesthetic texts.
5.2 Students will differentiate data-based conclusions from opinion and from other ways of knowing.
4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
1. The information literate student determines the nature and extent of the information needed.
3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
3. Authority is contextual and constructed.
3.4 Students will examine ways in which identity, including their own, is shaped by culture.
1. The information literate student determines the nature and extent of the information needed.
3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
4. Format as a process.
5.2 Students will differentiate data-based conclusions from opinion and from other ways of knowing.
4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
2. The information literate student accesses needed information effectively and efficiently.
5. Searching as exploration.
2.6 Students will employ skills of analysis when presented with a problem.
2.7 Students will demonstrate competency in the use and application of technology.
3.4 Students will examine ways in which identity, including their own, is shaped by culture.
5.2 Students will differentiate data-based conclusions from opinion and from other ways of knowing.
1.3 Students will consider the ethical implications of decisions that impact their lives as well as the lives of others.
5. 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.
6. Information has value.
2.6 Students will employ skills of analysis when presented with a problem.
3.4 Students will examine ways in which identity, including their own, is shaped by culture.
4.2 Students will apply appropriate critical and evaluative techniques to aesthetic texts.
5.2 Students will differentiate data-based conclusions from opinion and from other ways of knowing.
3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
4.2 Students will apply appropriate critical and evaluative techniques to aesthetic texts.
http://library.king.edu/
5.2 Students will differentiate data-based conclusions from opinion and from other ways of knowing.
Full transcript