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Information Literacy Guide for Faculty: Frame: Information Has Value

Framework Defined

Information Has Value

  • Information possesses several dimensions of value, including:
    • as a commodity
    • as a means of education
    • as a means to influence, and
    • as a means of negotiating and understanding the world.
  • The flow of information through systems of production and dissemination is impacted by legal, sociopolitical, and economic interests.

Possible Learning Objectives

Students will be able to:

  • recognize what constitutes plagiarism.
  • cite a source correctly and understand the reason for doing so.
  • distinguish between plagiarism and copyright violations.
  • understand intellectual property is a legal and social construct.
  • identify scholarly publication practices and their related implications for access to scholarly information.
  • understand why some groups/individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information.
  • apply the four factors of fair use in order to determine the potential use of a copyrighted image in their work.
  • articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain.
  • explain the value of citing sources in order to effectively use information sources in their writing.

Ideas to Incorporate into Classroom

  • Think/pair/share on consequences of NOT using and benefits of using recommended resources
    think aloud: why do library databases exist?
  • Contest between two groups (Google and Academic Search Premier)
  • Brainstorming how using and citing information sources will help with their individual paper topics - various ways
  • Jigsaw - small groups become expert on assigned format (reputable blog, scholarly journal, magazine…) Might provide example of each format or assignment ahead
  • Jigsaw - each group is assigned to evaluate based on a particular criteria (authority, etc.) of that source
  • Provide a discipline-specific question for competing groups to research. One group will search using Google. One group will use EBSCO Academic Search Premier. Compare results and discuss whether those results met the information need.
  • Have students paraphrase a short reading or film and quote it with proper attribution.

LibGuide Credit

The Framework content on this page and in this guiede was originally created by PALNI - the Private Academic Library Network of Indiana.  Adapted with permission.


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