Paul Waelchli at Research Quest has a brilliant post an applying fantasy sports to the ACRL Information Literacy Compentency Standards at National Librarian Sport Declared. I am reproducing part of it here with his permission.
Standard 1: "The information literate student determines the nature and extent of the information needed."
- Indicator 1: "The information literate student defines and articulates the need for information literacy."
--The strengths and weaknesses of the team
--What positions are required
--What player match-ups exist
--Explores general information sources to gain a focus
-Indicator 2: "The information literate student identifies a variety of types and formats of potential sources for information."
--Identifies a variety of sources (printed guides, websites, interviews, peer conversations
Constructs information from the raw data (game stats) from primary sources
-Indicator 3: "The information literate student considers the costs and benefits of acquiring the needed information."
--Determines what info is available free and what is fee and the benefits of each
-Standard 2: "The information literate student accesses needed information effectively and efficiently."
--Indicator 2: "The information literate student constructs and implements effectively -designed search strategies."
---Identifies what terms (positions, players, keywords) to search
---Implements search through various methods and retrieval
-Indicator 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, email letters to gain primary information
-Indicator 4: "The information literate student refines the search strategy if necessary."
--Assesses the quality the information and determines if they have enough to make roster, player, draft decision
--Identifies gaps in their information and repeats search in order to make informed decision
-Indicator 5: "The information literate student extracts, records, and manages the information and its sources."
--Many players create their own organizational systems (spreadsheets, draft cheat sheets)
Tracks citation sources in order to come back to them ("future reference") during the season
Standard 3: "The information literate student summarizes the main ideas to be extracted from the information gathered."
-Indicator 1: "The information literate student summarizes the main ideas to be extracted from the information gathered."
--Reads source content and selects the key data that applies to need (roster, team, match-up)
-Indicator 2: "The information literate student articulates and applies initial criteria for evaluation both the information and its sources."
--Determines the reliability, bias, validity, authority and timeliness of sources in order to make roster and drafting decisions
--Recognizes prejudice potential in fan based sites compared to professional sites
-Indicator 3: "The information literate student synthesizes main ideas to construct new concepts."
--Recognizes trends and relationships in stats (primary sources) and commentaries
Often uses spreadsheets and tables to construct comparison charts and rankings for drafting
-Indicator 4: "The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information."
--Decides if they have enough information to make a draft / roster decision
--Draws conclusions based on evidence that effect the season/week/day gameplay
--As the season progress, the players integrate new and ongoing information with previous knowledge to make timely decisions
-Indicator 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 contract their own beliefs on teams/athletes and their value
-Indicator 6: "The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and / or practitioners."
--Engage in personal and electronic discussions about players and decisions
--Expert opinions are sought through weekly shows and chats conducted by paid professionals (ESPN, NFL, CBS)
Standard 4: "The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose."
-Indicator 1: "The information literate student applies new and prior information to the planning and creation of a particular product or performance."
--Articulates the knowledge gained in the drafting process and weekly roster moves (end product)
--Manipulates digital data (league websites and team pages) to reflect knowledge
-Indicator 2: "The information literate student revises the development process for the product or performance."
--After every match-up, the player reflects on the process and the results (win/loss) to determine future strategies