Information can be considered valuable in a number of different ways. It can have monetary value as something that can be purchased or sold. It can have value as the intellectual property of the person who created it. It can also have value because it can be used to exert (or gain) power and influence.
There are so many ideas introduced in the description of the frame that I don't think the knowledge practices and dispositions developed by the authors really cover them all. For instance, I think issues of censorship, the business of information, and the role of the library in existing information system could all be part of this frame, but none appear. There is a lot of room for further elaboration and development.
Information Has Value doesn't overlap with the other frames too much. Citation of sources also appears in Scholarship as Conversation, but otherwise the main tie between this frame and the rest of the Framework is the overarching focus on the need to understand the social context in which information is created, disseminated, and used.
Information Has Value has a very close relationship to Standard 5 (The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally). But while almost every concept that was in Standard 5 can be found in Information Has Value, the reverse is not true. Information Has Value has added a lot of content related both to the idea of information as a commodity and to social justice issues that isn't found in Standard 5. Standard 5 focused much more on following laws, rules, and social conventions (both indicators 2 and 3) while the Frame has much more emphasis on socioeconomic issues.
Students will be able to match the terms copyright, fair use, and public domain with their definitions.
Students will be able to identify correct citations.
Students will be able to match citations to particular formats/source types.
Which of the following is the correct citation for a book (or other format) in citation style X.
Students will be able to define open access.
Which of the following is the best definition of open access?
Students will be able to differentiate between paid and “free” information systems.
Students will be able to identify examples of plagiarism.
Students will be able to describe major characteristics of the role of intellectual property in academia (or American culture, or discipline X).
Students will be able to discuss how individuals or groups can be marginalized or underrepresented in systems that produce information.
Students will be able to give examples of information privilege.
Students will be able to discuss the role socioeconomic factors plays in access to information.
Students will be able to compare library systems to the open web.
Students will be able to give examples of how the internet affects the privacy of individuals.
Students will be able to articulate a variety of information systems appropriate to their research topics. See this under Searching as Strategic Exploration.
Students will be able to connect their research process to issues of access. (e.g., open access, web vs. library systems, cost of obtaining information [either in time or money], information privilege).
Students will be able to describe the social/cultural/political/monetary value of information pertaining to their research topics.
Students will be able to follow intellectual property rules and standards (plagiarism and citations).