Association for College and Research Libraries (ACRL). Information Literacy Competency Standards for Higher Education. http://www.ala.org/acrl/standards/ilframework

Frame(s): Authority Is Constructed and Contextual; Information Creation as a Process;

Information Has Value; Research as Inquiry; Scholarship as Conversation; Searching as Strategic Exploration

Knowledge Practices: explore the concept of authority; assess info product's fit to your info. need; be aware of how info. is published/make informed online choices; formulate questions for research...; identify contribution of specific authors/info sources; determine scope of info-seeking task

American Association for School Librarians (AASL). National School Library Standards for Learners, School Librarians, and School Libraries (AASL Standards) https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf  

Domain(s): Think, Create, Share, and Grow

Shared Foundation(s): Inquire; Include

Think (1. Formulating questions about a personal interest or a curricular topic. 2. Adopting a discerning stance toward points of view and opinions expressed in information resources and learning products. Etc.); Create (1. Using evidence to investigate questions. 2. Evaluating a variety of perspectives during learning activities.); Share (1. Interacting with content presented by others. 1. Engaging in informed conversation and

International Society for Technology in Education (ISTE). Standards for Students and Educators https://www.iste.org/standards/for-students

ISTE for Students: Knowledge Constructor

Texas School Library Standards

https://www.tsl.texas.gov/sites/default/files/public/tslac/ld/schoollibs/sls/Texas%20School%20Library%20Standards%20E-Version%20FINAL.pdf

Strand 1: Information Literacy. 1.1.0 Learners and educators use information effectively to accomplish a specific purpose; they also access and evaluate print and digital resources for their inquiry needs, academic needs, and/or personal needs; 1.1.2 Locate information • Evaluate information • Effectively use information such as state digital resources, open educational resources, and print resources; 1.2.4 show evidence of the ability to evaluate and validate information for: • Authority • Bias • Credibility • Currency • Relevance

Lesson Objectives/What am I learning? The information literate student…

• formulates questions about authors’ point of view, authority, accuracy, perspective, credibility and relevance of information, media, data or other resources

Learning Outcomes/Why did I learn this? [Demonstration of Learning]

• At the end of this lesson, my students will be able to distinguish the parts of a scholarly article and describe how non-scholarly articles are different.