Did you know that library research and fantasy sports leagues have a number of things in common? We hate to break it to you . . . but you are already doing library-related research!
| LIBRARY STANDARDS | FANTASY SPORTS |
| Standard 1: The information literate person determines the nature and extent of the information needed. | |
| 1.1 The information literate student defines and articulates the need for information literacy. | Determine team strengths, position match-ups, and player statistics. |
| 1.2 The information literate student identifies a variety of types and formats of potential sources for information. | Fantasy players identify a variety of sources, including printed guides, Web sites, interviews, peer conversations, forum discussions for information, etc. Players then construct information from the raw data (game statistics) available from the primary sources. |
| 1.3 The information literate student considers the costs and benefits of acquiring the needed information. | Players determine what information is available for free and what is fee-based, then weigh the potential benefits of each source before deciding what information to access. |
| Standard 2: The information literate student accesses needed information effectively and efficiently. | |
| 2.1 The information literate student constructs and implements effectively designed search strategies. | In order to find the information desired, players identify what terms (positions, players, keywords) to search for. Players’ search process involves a variety of retrieval methods to find the required material. |
| 2.2 “The information literate student constructs and implements effectively designed search strategies.” | – In order to find the information desired, players identify what terms (positions, players, keywords) to search for. Players’ search process involves a variety of retrieval methods to find the required material. |
| 2.3 The information literate student retrieves information online or in person using a variety of methods. | Fantasy players use chats, forums, call-in shows, interviews, e-mail, etc. to gain primary information from sports writers and other experts. |
| 2.4 The information literate student refines the search strategy if necessary. | Players assess the quality of the information they obtained and determine if they have enough to make roster, player, and draft decisions. During this process, players identify gaps in their information and repeat any searches in order to make an informed decision. |
| 2.5 The information literate student extracts, records, and manages the information and its sources. | Many players create personalized organizational systems, like spreadsheets and draft cheat sheets, to organize their information. Players track source citations in order to come back to the information and analysis during the season. |
| Standard 3: “The information literate student summarizes the main ideas to be extracted from the information gathered.” | |
| 3.1 The information literate student summarizes the main ideas to be extracted from the information gathered. | Fantasy players read source content and select the key data that applies to need (roster, team, match-up). |
| 3.2 The information literate student articulates and applies initial criteria for evaluating both the information and its sources. | Players determine the reliability, bias, validity, authority, and timeliness of sources in order to make roster and drafting decisions. It is important for fantasy players to recognize the potential prejudice in fan-based sites, compared to professional sites, in order to make informed decisions. |
| 3.3 The information literate student synthesizes main ideas to construct new concepts. | Team owners recognize trends and relationships in statistics (primary sources) and commentaries (secondary sources) in order to make roster decisions. Players often use spreadsheets and tables to construct comparison charts and rankings for drafting a roster. |
| 3.4 The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. | Based on the knowledge the player gained, he or she decides if there is enough information to make a roster decision. As the season progresses, the players integrate new and changing information with previous knowledge to make timely decisions about their rosters and teams. |
| 3.5 The information literate student determines whether the new knowledge has an impact on the individuals’ value system and takes steps to reconcile the differences. | Players encounter commentaries and information that contradict their own beliefs about teams/athletes and their value. Based on their evaluation of this information, the player determines how and if the information will impact his or her roster. |
| 3.6 The information literate student validates understanding and
interpretation of the information through discourse with other
individuals, subject-area experts, and/or practitioners. |
Players engage in personal and electronic discussions about players and roster decisions to gain additional knowledge about their choices. Throughout any fantasy sports season, players can seek expert opinions through weekly shows and chats conducted by paid professionals like writers for ESPN, and CBS. |
| Standard 4: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. | |
| 4.1 The information literate student applies new and prior information
to the planning and creation of a particular product or performance. |
Players articulate the knowledge gained in the drafting process and weekly roster moves every time a new week begins. |
| 4.2 The information literate student revises the development process for the product or performance. | – After every match-up, players reflect on the process and the results (win/loss) to determine future strategies. |
From: Librarians' sport of choice: Teaching information literacy
through fantasy football by Paul Waelchli. College & Research Library News,
January 2008, Vol. 69, No. 1 (http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2008/jan/librariansport.cfm).