Library Instruction & Information Literacy @ St. Thomas: Framework 2: Information Creation as a Process

Information is used to convey knowledge, and it exists in a variety of formats that reflect a range of research, revision, and editorial processes. Learners who understand this concept will recognize that different formats are valued differently based upon their context and the researcher’s information need; they will examine the process of creation as well as the final product to critically evaluate the usefulness of information.

Learning Outcomes

Students can:

• Identify steps in the information creation process
• Describe the range of information formats
• Define the differences between traditional and emerging information creation and dissemination practices
• Articulate how information is perceived and valued differently based on its format
• Identify how creators of repositories such as LibrarySearch, databases, etc., select, organize and describe information

Students will:

• Match their information need with an appropriate format or formats
• Identify the value placed upon different formats within different contexts
• Recognize that format does not guarantee the value of an information resource
• Examine how a resource is created as well as the final product when evaluating its usefulness

(Adapted from MacPhaidin Library/Stonehill college)

• Assign students to identify several different applicable information sources that arise from different creation processes, and to communicate the unique values of each. (in collaboration with instructor and course assignment).
   
• Students will identify the format of the sources they find for a given research project and articulate why the chosen formats are appropriate for the information need.
   
• Students will find sources about the same topic in two divergent formats, e.g. newspaper movie review and literary journal movie review or scholarly article and a researcher’s blog. Students will compare and contrast the type of information found in each format, as well as articulate the processes underlying the creation of each format.
   
• Ask students to transform information they have created in one format to another format, and to write a reflection on what they needed to consider as they went through the process.

(Adapted from Emory Libraries & Info Technology)