Standard 1: The student who is information literate accesses information efficiently and effectively.

• Identify/define the information assignment or problem.
• Determine what he/she already knows about the topic or problem.
• Select important and useful questions based on the information assignment or problem.
• Identify a range of possible resources to retrieve information needed.
• Broaden or narrow focus of the assignment or problem.
• Use keywords to search for information related to assignment or problem.
• Use Boolean logic to focus on electronic search.
• Use various indexes to locate information.
• Articulate function of parts of book.
• Use OPAC to locate appropriate resources.
• Know physical organization of a library collection.
• Use Internet search engines and directories to locate resources beyond the library.

Standard 2: The student who is information literate evaluates information critically and competently.

• Determine relevance, adequacy of information for a particular information need.
• Determine veracity of information collected.
• Determine authority of a source.
• Distinguish between fact and fiction.
• Distinguish between fact and opinion.
• Identify bias.
• Determine currency of information.
• Identify different points of view on a particular issue.
• Evaluate information in various formats.
• Compare sources of information on a single issue of topic.

Standard 3: The student who is information literate uses information accurately and creatively.

• Collect and organize information in meaningful notes or graphical forms.
• Construct new knowledge by synthesizing data from primary and secondary sources.
• Extract main ideas and provide supporting details.
• Restate major ideas in a concise form.
• Compare conflicting data and determine the most appropriate information.
• Sequence information and data in order to emphasize specific arguments and issues.
• Select a reporting format, which matches the information and the audience.
• Prepare a bibliography.
• Create a product that reflects the new knowledge gained.
• Place data in tabular form using charts, graphs, or illustrations.
• Match illustrations and verbal descriptions for best impact.
• Draft, revise, and edit product.
• Assess product based on established criteria.

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

• Pose wonderings and exercise initiative in pursuing own interests.
• Pursue personally generated questions in a variety of resources.
• Share information gained with others.
• Expand and deepen range of personal interests.
• Expand range or resources and formats used.
• Use resources of increasing sophistication and complexity over time.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

• Read information in a variety of formats (print, electronic, non-print, human).
• Identify and appreciate various genre of literature.
• Identify and appreciate various styles of writing (author's craft).
• Critically analyze and interpret various forms of creative expression (music, art, drama).
• Relate literature and other creative expressions to his/her own experiences.
• Develop creative products in a variety of formats.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

• Articulate the purpose of information seeking.
• Evaluate relevance of information in light of purpose.
• Identify alternative strategies to use when old strategies are not effective.
• Problem solve with others in accomplishing information tasks.
• Assess and evaluate his/her own information searching performance using a variety of measures (rubric, checklist, journal).
• Assess and evaluate the effectiveness of the presentation or product based on established criteria.
• Identify areas for self-improvement.

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

• Seek information from a range of resources.
• Identify sources representing various points of view and perspectives on an issue.
• Formulate a stand or opinion based on thoughtful study of differing points of view.
• Read and appreciate sources representing various disciplines and cultures.
• Articulate or demonstrate the importance of freedom of speech.
• Discuss the issue of censorship.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

• Exercise proper citizenship by behaving responsibly in the library.
• Exercise appropriate etiquette on the Internet.
• Handle library resources and equipment appropriately.
• Use information responsibly by citing sources in assignments.
• Determine credibility and accuracy of information before sharing it with others.
• Use critical judgment in sharing information with different audiences.
• Demonstrate respect for the privacy of individuals.
• Identify some of the basic tenets of copyright.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

• Function responsibly as a member of a research team in gathering and presenting information.
• Identify tasks, which need to be accomplished and assign them to and manage their completion by various members of the research team.
• Display leadership skills in facilitating effective group work.
• Accept and respect the views of others.
• Practice active listening and effective communication skills.
• Raise questions that facilitate problem solving.
• Practice effective time management skills.
• Demonstrate effective ways to share information with others.
• Demonstrate effective ways to assess and reflect on the group process itself.