Able to find, assess, use, and communicate information responsibly.
Reach for it when praising a complete information practice rather than mere search skill
Information-literate students checked the original report before repeating its headline.
| playful | |
|---|---|
| everyday | |
| warm | |
| professional |
|
| formal |
playful
source-savvy
Fits when practical awareness of source quality needs accessible wording
Careful Source-savvy is informal and may overrate confidence without method.
everyday
digitally literate
Fits when competent use of digital tools and environments is central
Careful Digital literacy does not guarantee sound evaluation of claims.
warm
Fits when quality differences are noticed with sound judgment
Careful Discerning can rely on taste and does not show a repeatable source process.
professional
media-literate
Fits when messages from news, advertising, and entertainment are critically understood
Careful Media literacy is narrower than finding and using information across all sources.
professional
research-skilled
Fits when formal search and evaluation methods are the demonstrated strength
Careful Research skill may be domain-specific and says little about ethical communication.
formal
critically informed
Fits when knowledge has been examined rather than merely received
Careful Critically informed describes a result, not the ability to find and manage information.
information-literate learner
An information-literate learner records where each claim originated.
information-literate public
An information-literate public still needs transparent access to primary records.
become information-literate
The course helps participants become information-literate through repeated source checks.
Keep in mind
Competence should be shown through specific practices, not assumed from tool use.
Definitions and examples are written for this site. How words are chosen Updated
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