Information Fluency

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These are resources from the Illinois Math-Science Academy. For more information, please visit: http://www.imsa.edu

 

Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically.   DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment.  As teachers and librarians develop these skills and teach them to students, students will become better equipped to achieve their information needs.
Information Fluency Model

What information am I looking for?

  • Learners identify key concepts in a research question
  • Learners create effective and efficient search queries
    • Translate a natural language question into a search query
    • Develop and apply vocabulary building strategies to effectively conduct a digital information search
    • Effectively act on informed decisions to revise their search queries based on search results/feedback

 

Where will I find the information?

  • Learners understand the organization of digital information
  • Learners effectively and efficiently select digital collections based on their characteristics
    • Select visible Web collections (and sub-collections) based on their characteristics
    • Select invisible Web collections (and sub-collections) based on their characteristics
    • Select other digital collections (and sub-collections) based on their characteristics

How will I get there?

  • Learners select digital search tools based on their effectiveness and efficiency
    • Select features of a variety of digital tools based on the probability of effectiveness and efficiency
  • Learners select appropriate search strategies to effectively and efficiently locate reliable digital information related to their academic learning goal(s)
    • Navigate hyperlink, i.e. browsing strategies
    • Use subject directory strategies
    • Use search engine strategies
  • Learners apply appropriate search strategies in order to efficiently locate reliable digital information related to their academic learning goal(s)
    • Navigate hyperlink, i.e. browsing strategies
    • Use a directory (subject index)
    • Use a search engine

How good is the information?

  • Learners evaluate the quality of a search result to determine its usefulness in the search process
    • Determine whether or not the digital information addresses the natural language question
    • Decide whether or not the digital information suggests revisions to search queries (revision decision)
  • Learners evaluate the quality of a search result to determine the reliability of its content
    • Investigate internal content reliability
    • Investigate external validation of information
  • Learners evaluate the quality of a search result to determine the reliability of its source
    • Investigate author/publisher reliability
    • Investigate external validation of author/publisher

How will I ethically use the information?

  • Learners ethically use digital information
    • Learners decide whether or not to integrate digital information related to a specific information task
    • Learners give credit to the source and/or author for the selected digital information

Overall competencies (Applicable in all phases of the digital information fluency process):

  • Learners acquire the dispositions necessary for successful digital information fluency:
    • Demonstrate confidence in finding a solution when engaged in the digital information fluency process
    • Demonstrate persistence to continually engage in the digital information fluency process
    • Demonstrate focus to avoid distractions when engaged in the digital information fluency process
    • Demonstrate open-mindedness to a variety of strategies and tools when engaged in the digital information fluency process
    • Demonstrate curiosity for exploring ideas when engaged in the digital information fluency process
  • Learners acquire self-regulation necessary for successful digital information fluency:
    • Demonstrate meta-cognitive thinking to adjust their strategies and tools when engaged in the digital information fluency process
    • Demonstrate attitude of adaptability to respond to inconclusive or ineffective results when engaged in the digital information fluency process

 

http://21cif.com
21st Century Information Fluency Project, Illinois Math and Science Academy

 

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