Information literacy as a standard has been articulated in various ways, mostly drawing from the seminal work of Bloom and his taxonomy (classification) of learning objectives.
Beyond the ACRL standards, which are the omnipresent tool for academic libraries in North-America, one can find the SCONUL (british research libraries) has the 7 pilars model or the UNESCO Information Literacy indicators.
Schools can draw on the ALA has the Standards for the 21st-Century Learner and closer to home, a team at Concordia University’s Centre for the Study of Learning and Performance (CSLP) has developed the ISIS-21 model, which looks like this:
In addition, the inspired researcher on the issue could look beyond the education world for a sense of information literacy. The Conference Board of Canada (a think tank) has developed the “Employability Skills 2000+” framework, which lists the desired skills one should have to evolve in the workforce. For example, it lists under “Fundamental Skills” :
• locate, gather and organize information using appropriate technology and information systems
• access, analyze and apply knowledge and skills from various disciplines (e.g., the arts, languages, science, technology, mathematics, social sciences, and the humanities)
Or, the Government of Canada published in 2002 Knowledge Matters: Skills and Learning for Canadians, which highlights the imperatives for developing skills in the new economy. One can also find a trace on the importance of skills in the 2009 Business Plan for Indutry Canada, where strategy 2 involves “fostering the knowledge-based economy through enhanced research and innovation, training and skills” – all nice things one could broadly place in the catch all concept of information literacy.