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Information Literacy goes beyond finding information to assessing the need for information, evaluating it, and using it ethically/effectively.
Association of College & Research Libraries (ACRL) articulates six frames for teaching information literacy in higher education.
Searching as Strategic Exploration
Recognize that searching for information is often nonlinear & iterative
Use divergent & convergent thinking
Match information needs & search strategies to appropriate search tools
Use different types of searching language (i.e. controlled vocab vs keywords)
Authority is Constructed & Contextual
Open to new voices, changes in schools of thought
Acknowledge biases in how we conceptualize & give power to some sources of authority
Information Creation as a Process
Information Has Value
Understanding how copyright & open access impact information privilege
Recognize issues of lack of access to information sources
Research as Inquiry
Formulate questions based on information gaps
Deal with complex research by breaking complex questions into simpler ones
Synthesize ideas from multiple sources
Monitor gathered information & assess for gaps & weaknesses
Seek multiple perspectives
Scholarship as Conversation
Suspend judgment on particular work until larger context is better understood
Summarize the changes in scholarly perspective over time