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Framework Focus: Process

Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.

2. Information Creation as a Process


Key Sentence: Novice learners begin to recognize the significance of the creation process, leading them to increasingly sophisticated choices when matching information products with their information needs.

Knowledge practices:

  1. articulate the capabilities and constraints of various creation processes;
  2. assess the fit between a creation process and an information need;
  3. articulate the processes of information creation and dissemination in a particular discipline;
  4. recognize that information may be perceived differently based on its format;
  5. recognize the implications of information formats that contain static or dynamic information;
  6. monitor the value that is placed upon different types of information products;
  7. transfer knowledge of capabilities and constraints to new types of information products;
  8. Understand that their choices impact the purpose and message of information.

Dispositions:

  1. seek out characteristics of information products that indicate the underlying creation process
  2. value the process of matching an information need with an appropriate product
  3. accept that the creation of information may begin initially through communicating in a range of formats
  4. accept the ambiguity surrounding the potential value of information creation expressed in emerging formats
  5. resist the tendency to equate format with the underlying creation process
  6. understand that different methods of information dissemination with different purposes are available for their use

We teach:

  • The information cycle in response to events (ENGL 101)
  • The nature of different types of internet sources (ENGL 101)
  • Processes behind the creation of standard business data metrics (BADM 236 and 536)
  • Presentation creation (Symposium workshops)
  • Technology tools, explored using a “petting zoo” approach (EDUC 351 and other courses)
  • Research and Writing Log for reflecting on the research process (ENGL 300 and BIOL 205)
  • Concept mapping to identify how sources relate to one another (CLNR 451)
  • Fitting source types to information needs (HIST 351 and 447, CRIM 231)
  • Relationship between content and design; how the inforgraphic format informs information creation (BADM 200)
  • Videos as a presentation format; how to work within time constraints (CHRS 300)
  • Location of copyright compliant graphics and illustrations for presentations (OMED 502 and above; MSBS 544)

“Framework for Information Literacy for Higher Education.” Association of College and Research Libraries, 11 Jan. 2016, http://www.ala.org/acrl/standards/ilframework. Accessed 21 June 2016.

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