The American Library Association describes information literacy as "a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."
The Framework for Information Literacy for Higher Education, as developed by the Association of College and Research Libraries (ACRL), include the following frames:
Based in the understanding that an author's credibility depends on their own expertise and experience, and must be evaluated critically
Learning to define authority, what factors can impact an author's credibility, what the "standards" of authorship are, and how to acknowledge one's own authority as they partake in scholarship
Based in the understanding that information exists to convey a specific message, and how that information is gathered and shared is an iterative process
Learning to recognize information as it comes in different formats, and the impact that its format has on the information's perception, developing knowledge of the information process and how information is created, understanding the difference between static and dynamic information
Based in the understanding that there are many different ways information can be used - be it for education, as a commodity, for influencing others, and to understand the world
Learning the importance of crediting sources and respecting intellectual property, recognizing where there are gaps in access to information for some marginalized populations, becoming able to make informed decisions related to their own personal information related to data privacy
Based in the understanding that research is an iterative process that requires asking questions to further the field.
Learning to question information as it's encountered, to monitor information and assess for weaknesses or gaps, organize information in a way that has meaning, synthesize ideas gathered from assessed sources, and breaking down complex questions into individual, simpler ones.
Based in the understanding that scholarship is a discussion amongst researchers and professionals, and it is a conversation that adjusts over time based on new information as it is discovered.
Reiterating the importance of citing sources, learning how to contribute to the scholarly sphere in conducting one's own research (either through university channels, conferences, and online communities), and evaluating others' contributions in the infosphere.
Based in the understanding that searching is an iterative, nonlinear process - and that it requires flexibility and persistence in order to find information and develop new understandings.
Learning how to adjust the scope of a project based on available information, brainstorm searches, utilize search strategies and adjust searches based on results, and understanding how databases and other informational platforms organize their information.
The Middle States Commission on Higher Education (MSCHE) has included language on information literacy in Standard III, Criteria 5b, stating:
"[A candidate or accredited institution possesses and demonstrates the following attributes or activities: at institutions that offer undergraduate education, a general education program, free standing or integrated into academic disciplines, that:] Offers a curriculum designed so that students acquire and demonstrate essential skills including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, and information literacy."
As such, the library emphasizes the importance of the information literacy standards, and encourages that faculty be open to incorporating lessons teaching these skills into coursework. This can be done by collaborating with the Information Literacy Librarian.