The information literate, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
Performance Indicators:
The information literate:
1. Applies new and prior information to the planning and creation of a particular product(paper, plan, project, etc.).
Outcomes Include:
a. Organizes the content in a manner that supports the purposes and format of the product or performance (e.g., poster, paper; plan, practice guideline, procedure or instruction).
b. Articulates knowledge and skills transferred from prior experiences to planning and creating the product (research paper, project, etc.).
c. Selects, analyzes, organizes, summarizes and/or synthesizes, and integrates the new and prior information, including raw data, quotations and paraphrases, in a manner that supports the purposes of the product.
d. Utilizes technologies to communicate, organize, collaborate, and prepare the product or performance.
e. Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context.
f. Initiates changes when information or evidence warrants evaluation of other options for improving outcomes or decreasing adverse events.
g. Participates in design, selection and use of systems and technologies that support evidence-based practices.
h. Designs original research studies to address gaps in the literature.
2. Revises the development process for the product (paper,plan, project, etc.).
Outcomes Include:
a. Maintains and reviews a journal or log of activities related to the information seeking, evaluating, and communicating process to discover potential areas to target for process improvement.
b. Reflects on past successes, failures, and alternative strategies.
c. Applies devised improvements to subsequent projects and activities.
d. Designs continuous improvement processes based on research skills.
3. Communicates the product (paper,plan, project, etc.) effectively to others.
Outcomes Include:
a. Chooses a communication medium and format that best supports the purposes of the product or performance (e.g., written, verbal, nonverbal, and emerging technology methods) and the intended audience (e.g., peers, work groups, other).
b. Communicates clearly and succinctly in a style that supports the purposes of the intended audience.
c. Employs principles of design in the visual display of information and data.
d. Uses information and communication technologies to advance education, enhance accessibility of care, analyze practice patterns, and improve outcomes.
e. Articulates to a variety of audiences the evidence base for practice decisions, including the credibility of sources of information and the relevance to the practice problem confronted.
f. Contributes to the scholarly conversation, moving it forward by adding individual analysis.
g. Conducts original research to produce information to address identified gaps, and publishes findings.
h. Provides convincing rationale for using evidence-based approaches in decision making, research, policy, and education.
Media and Information Literate Citizens: Think Critically, Click Wisely! Response to the disinfodemic requires a combination of information, media, and digital competencies, i.e. media and information literacy (MIL). UNESCO and partners have launched the Second Edition of the UNESCO Model Media and Information Literacy Curriculum for Educators and Learners.