1. Standard One
ACRL Standards & Performance Indicators /
Learning Outcomes Addressed

2. Standard One = Know

Standard One is the foundation
on which the other
Standards will build.

3. Standard One = Know

The student must be able to identify these questions:
What is it you want to know?
What kind of information do you need?
How much information do you need?

4. Standard One = Know

This standard is divided into
4 performance indicators.
The basic concepts of these performance indicators are:
Define and Articulate

5. Standard One = Know

1. The information literate student defines and articulates
the need for information.

6. Standard One = Know

Explore background sources to gain an initial
understanding of the topic.
Read up on the topic!

7. Standard One = Know

2. The information literate student identifies a variety of
types and formats of potential sources for information.

8. Standard One = Know

Select appropriate resources in a variety of format based on
information need.
Books! Articles! Virtual! Video! News!
and More!

9. Standard One = Know

Select information on how the information is generated,
organized, and disseminated.
Databases! Catalogs! Indexes! Web!
and More!

10. Standard One = Know

3. The information literate student considers the costs and
benefits of acquiring the needed information.

11. Standard One = Know

Demonstrate a general knowledge of using login, database,
and loan services.
ILL! Databases! Collections! Periodicals!

12. Standard One = Know

4. The information literate student reevaluates the nature
and extent of the information need.

13. Standard One = Know

Reevaluate the nature and extent
of the information needed.
Gaining background knowledge will inspire deeper
understanding of the information needed.

14. Standard One = Know

The 4 Performance Indicator Outcomes
ACRL Outcome 1.D

15. Standard One = Know

Outcome Example:
Your students are having trouble defining
their research topic.
ACRL Outcome 1.D

16. Standard One = Know

Outcome 1.D asks the student to:
Define or modify the information need to achieve a
manageable focus.

17. Standard One = Know

Outcome 1.D asks the student to:
Identify an initial question that might be too broad or
narrow, as well as one that is probably manageable.

18. Standard One = Know

Outcome 1.D asks the student to:
Explain his/her reasoning regarding the manageability of a
topic with reference to available information sources.

19. Standard One = Know

Outcome 1.D asks the student to:
Narrow a broad topic and broaden a narrow one by
modifying the scope or direction of the question.

20. Standard One = Know

Outcome 1.D asks the student to:
Demonstrate an understanding of how the desired end
product (i.e., the required depth of investigation and
analysis) will play a role in determining the need for
information.

21. Standard One = Know

Outcome 1.D asks the student to:
Use background information sources effectively to gain an
initial understanding of the topic.

22. Standard One = Know

Outcome 1.D asks the student to:
Consult with the course instructor and librarians to develop
a manageable focus for the topic.

23. 
Standard One = Know

24. Bibliography
"Information Literacy Resources | Association of College and Research Libraries
(ACRL)." ALA | Home - American Library Association.
http://www.ala.org/acrl/issues/infolit

"Objectives for Information Literacy Instruction: A Model Statement for Academic
Librarians | Association of College and Research Libraries (ACRL)." ALA | Home -
American Library Association.
http://www.ala.org/acrl/standards/objectivesinformation.
"Standard One | Association of College and Research Libraries (ACRL)." ALA |
Home - American Library Association.
http://www.ala.org/acrl/issues/infolit/standards/stnd1.
"The Standards: Step-by-Step | Association of College and Research Libraries
(ACRL)." ALA | Home - American Library Association.
http://www.ala.org/acrl/issues/infolit/standards/steps.
Compiled by: Denise Watts, MLS – Baptist College of Florida