ACRL's Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education (see below), academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty.
The Information Literacy Competency Standards for Journalism Students and Professionals aim to adapt and apply the ACRL Information Literacy Competency Standards to journalism. They have since been replaced by ACRL's Framework for Information Literacy for Higher Education (Framework). Information literacy was defined as the ability to recognize when information is needed and the ability to locate, evaluate, effectively use and ethically apply the needed information. The information literacy competencies for journalism took into account related literacies such as data, visual, news and media. The intended audiences for the standards were journalism educators, professionals, post-secondary students and the librarians who serve them. Journalism students and professionals who cultivated information literacy competencies were better able to select, critically read and ethically use information.
Media Literacy Defined
Core Principles of Media Literacy Education
Download NAMLE's Media Literacy "onesheet" PDF
NAMLE's Media Literacy Education and Common Core Standards
Download the "Code of Best Practices in Fair Use for Media Literacy Education" from Temple University's Media Education Lab.
The importance of images and visual media in contemporary culture is changing what it means to be literate in the 21st century. Today's society is highly visual, and visual imagery is no longer supplemental to other forms of information. New digital technologies have made it possible for almost anyone to create and share visual media. Yet the pervasiveness of images and visual media does not necessarily mean that individuals are able to critically view, use, and produce visual content. Individuals must develop these essential skills in order to engage capably in a visually-oriented society. Visual literacy empowers individuals to participate fully in a visual culture.
"Experienced journalists use research to ground their work and fact-check claims made by politicians, policymakers and others. Many journalists, however, are not trained in research methods and statistical analysis. Some have difficulty differentiating between a quality study and a questionable one. Journalist’s Resource has put together a list of questions reporters should ask when selecting studies to guide their coverage. While there is no way to guarantee the quality of a study, these questions can help journalists avoid biased or otherwise flawed research." from Journalist's Resource
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