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Information Literacy @ AUS

5. Uses Information Responsibly

Standard Five

The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally

Performance Indicators:

  • The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology..
  • The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
  • The information literate student acknowledges the use of information sources in communicating the product or performance.


    Example Assessment Methods And Activities

    1. Provide students with an APA Style worksheet that gets students to work on how to Understand citation components and distinguishing between sources.
    2. Have students track down resources used by other students in their bibliographies. 
    3. Have students “grade” each other’s works cited page for correct style and completeness of citations as well as appropriateness of sources cited. 
    4. During class time, ask students to briefly define (in 2-3 minutes) copyright, censorship and plagiarism on a sheet of paper to be turned in anonymously. Have them include questions they may have and address those questions later during class 
    5. Ask students to find a newspaper or popular article on copyright, censorship, or plagiarism. Have them write a 1-page opinion piece about how this would affect them in some aspect of their “real” life outside school, in their future career, as a 
    6. parent, as a taxpayer, as a consumer, etc. 
    7. Provide clear examples of what is acceptable when referencing a source in research and when it becomes plagiarism or a violation of copyright 
    8. Have open discussions about the availability of papers for purchase on the Internet. Use this as a way to open dialogue about the ethical issues of using intellectual property. 
    9. As a class activity, submit a paper to one of the plagiarism sites on the Internet and discuss results: 
    10. Break the class into small groups and give each group a brief article that defines the issues of copyright, censorship, plagiarism, etc. Ask the group to pull out the most important points to share with the class. 
    11. Share experience or knowledge of copyright, censorship or social issues about information as it relates to the discipline or interest of the class. For example, discuss current plagiarism by famous historians or issues related to torrents .