Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
The information creation process could result in a range of information formats and modes of delivery, so experts look beyond format when selecting resources to use. The unique capabilities and constraints of each creation process as well as the specific information need determine how the product is used. Experts recognize that information creations are valued differently in different contexts, such as academia or the workplace. Elements that affect or reflect on the creation, such as a pre- or post-publication editing or reviewing process, may be indicators of quality. The dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes. Recognizing the nature of information creation, experts look to the underlying processes of creation as well as the final product to critically evaluate the usefulness of the information. Novice learners begin to recognize the significance of the creation process, leading them to increasingly sophisticated choices when matching information products with their information needs.
Learners who are developing their information literate abilities
Learners who are developing their information literate abilities
FRAMEWORK: INFORMATION CREATION AS A PROCESS
Lesson Objectives: Upon completion of information literacy instruction, students should be able to:
3a is pretty straightforward! The assessment question is a grid differentiating between types of materials. This is a helpful graphic:
from IUPUI University Library
This is about understanding what kinds of information different types of sources provide. It's a little bit source evaluation paired with understanding source types. A good way to present this might be to talk about their assignment, and then talk about what types of content might be the best to find what they need and the best places to find that content. Definitely take a look at the assessment - it will give you a good idea about what this SLO focuses on.
This is about the "good and bad" of peer review. Good in that it is solid info. Bad in that it can be nearly outdated by the time it's published!
from UCSD
BEAT (background, evidence, argument, and think) can help you determine a source's usefulness as you do research, by giving you things to focus on based on your research needs.
(Adapted from "BEAM", UC Merced Library)
A REMINDER!
Often you'll have to combine several sources to get the best information for your paper. You might use a government document to provide background information and a scholarly article that analyses a study on your topic.
PROTIP: Make sure your sources are actually on your topic and written at the appropriate level for your paper. (A middle school project you found on the web is NOT a good source for a college paper!)