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Digital Information Fluency Model

newCommon Core State Standards Mapped to Information Fluency

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Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment. As teachers and librarians develop these skills and teach them to students, students will become better equipped to achieve their information needs.

Digital Information Fluency Modle

Locating Information Efficiently - What Information Am I Looking For? - Where Will I Find the Information? - How Will I Get There?

Evaluating Information Effectively - How Good is the Information?

Using information Ethically - How will I Ethically Use the Information?

Learners ethically use digital information

Learners decide whether or not to integrate digital information related to a specific information task

Learners cite the source and/or author for the selected digital information

Universal dispositions affecting Information Fluency

Consistently demonstrates confidence in finding a solution when engaged in the digital information fluency process

Often demonstrates confidence in finding a solution when engaged in the digital information fluency process Seldom demonstrates confidence in finding a solution when engaged in the digital information fluency process
Consistently demonstrates persistence while engaged in the digital information fluency process Often demonstrates persistence while engaged in the digital information fluency process without often giving up Often gives up before information is located, evaluated or cited
Engages in the digital information fluency process despite distractions Demonstrates focus to avoid most distractions when engaged in the digital information fluency process Is often distracted while engaging in the digital information fluency process
Demonstrates open-mindedness to a variety of strategies and tools when engaged in the digital information fluency process Considers more than one strategy or tool when engaged in the digital information fluency process if the first strategy or tool is ineffective Rigidly holds to one strategy or tool when engaged in the digital information fluency process, even if the strategy or tool is ineffective
Consistently demonstrates curiosity for exploring ideas when engaged in the digital information fluency process Often demonstrates curiosity for exploring ideas when engaged in the digital information fluency process Seldom demonstrates curiosity for exploring ideas when engaged in the digital information fluency process
Often demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task Occasionally demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task Seldom demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task
Insists upon looking beyond the first answer retrieved. Often demonstrates drive to look beyond the first answer retrieved. Seldom demonstrates drive to look beyond the first answer retrieved.

Consistently demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results

Occasionally demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results Rarely demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results
** To our knowledge, these dispositions are not currently measured by any assessment.