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Learning Outcomes
Standard 1: Know
Standard 2: Access
Standard 3: Evaluate
Standard 4: Use
Standard 5: Ethical/Legal
KNOW
Standard 1
The information literate student determines the nature and extent of the information needed. |
| # | Learning Outcomes |
|---|
| 1.1 | Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need |
| 1.2 | Develops a thesis statement and formulates questions based on the information need |
| 1.3 | Explores general information sources to increase familiarity with the topic |
| 1.4 | Defines or modifies the information need to achieve a manageable focus |
| 1.5 | Identifies key concepts and terms that describe the information need |
| 1.6 | Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information |
| 1.7 | Knows how information is formally and informally produced, organized, and disseminated |
| 1.8 | Recognizes that knowledge can be organized into disciplines that influence the way information is accessed |
| 1.9 | Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book) |
| 1.10 | Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) |
| 1.11 | Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline |
| 1.12 | Realizes that information may need to be constructed with raw data from primary sources |
| 1.13 | Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound) |
| 1.14 | Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context |
| 1.15 | Defines a realistic overall plan and timeline to acquire the needed information |
| 1.16 | Reviews the initial information need to clarify, revise, or refine the question |
| 1.17 | Describes criteria used to make information decisions and choices |
ACCESS
Standard 2
The information literate student accesses needed information effectively and efficiently |
| # | Learning Outcomes |
|---|
| 2.1 | Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork) |
| 2.2 | Investigates benefits and applicability of various investigative methods |
| 2.3 | Investigates the scope, content, and organization of information retrieval systems |
| 2.4 | Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system |
| 2.5 | Develops a research plan appropriate to the investigative method |
| 2.6 | Identifies keywords, synonyms and related terms for the information needed |
| 2.7 | Selects controlled vocabulary specific to the discipline or information retrieval source |
| 2.8 | Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books) |
| 2.9 | Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters |
| 2.10 | Implements the search using investigative protocols appropriate to the discipline |
| 2.11 | Uses various search systems to retrieve information in a variety of formats |
| 2.12 | Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration |
| 2.13 | Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners) |
| 2.14 | Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information |
| 2.15 | Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized |
| 2.16 | Identifies gaps in the information retrieved and determines if the search strategy should be revised |
| 2.17 | Repeats the search using the revised strategy as necessary |
| 2.18 | Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments) |
| 2.19 | Creates a system for organizing the information |
| 2.20 | Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources |
| 2.21 | Records all pertinent citation information for future reference |
| 2.22 | Uses various technologies to manage the information selected and organized |
EVALUATE
Standard 3
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. |
| # | Learning Outcomes |
|---|
| 3.1 | Reads the text and selects main ideas |
| 3.2 | Restates textual concepts in his/her own words and selects data accurately |
| 3.3 | Identifies verbatim material that can be then appropriately quoted |
| 3.4 | Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias |
| 3.5 | Analyzes the structure and logic of supporting arguments or methods |
| 3.6 | Recognizes prejudice, deception, or manipulation |
| 3.7 | Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information |
| 3.8 | Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence |
| 3.9 | Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information |
| 3.10 | Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena |
| 3.11 | Determines whether information satisfies the research or other information need |
| 3.12 | Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources |
| 3.13 | Draws conclusions based upon information gathered |
| 3.14 | Tests theories with discipline-appropriate techniques (e.g., simulators, experiments) |
| 3.15 | Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions |
| 3.16 | Integrates new information with previous information or knowledge |
| 3.17 | Selects information that provides evidence for the topic |
| 3.18 | Investigates differing viewpoints encountered in the literature |
| 3.19 | Determines whether to incorporate or reject viewpoints encountered |
| 3.20 | Participates in classroom and other discussions |
| 3.21 | Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., email, bulletin boards, chat rooms) |
| 3.22 | Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs) |
| 3.23 | Determines if original information need has been satisfied or if additional information is needed |
| 3.24 | Reviews search strategy and incorporates additional concepts as necessary |
| 3.25 | Reviews information retrieval sources used and expands to include others as needed |
USE
Standard 4
The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. |
| # | Learning Outcomes |
|---|
| 4.1 | Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards) |
| 4.2 | Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance |
| 4.3 | Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance |
| 4.4 | Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context |
| 4.5 | Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process |
| 4.6 | Reflects on past successes, failures, and alternative strategies |
| 4.7 | Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience |
| 4.8 | Uses a range of information technology applications in creating the product or performance |
| 4.9 | Incorporates principles of design and communication |
| 4.10 | Communicates clearly and with a style that supports the purposes of the intended audience |
ETHICAL/LEGAL
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. |
| # | Learning Outcomes |
|---|
| 5.1 | Identifies and discusses issues related to privacy and security in both the print and electronic environments |
| 5.2 | Identifies and discusses issues related to free vs. fee-based access to information |
| 5.3 | Identifies and discusses issues related to censorship and freedom of speech |
| 5.4 | Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material |
| 5.5 | Participates in electronic discussions following accepted practices (e.g. "Netiquette") |
| 5.6 | Uses approved passwords and other forms of ID for access to information resources |
| 5.7 | Complies with institutional policies on access to information resources |
| 5.8 | Preserves the integrity of information resources, equipment, systems and facilities |
| 5.9 | Legally obtains, stores, and disseminates text, data, images, or sounds |
| 5.10 | Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own |
| 5.11 | Demonstrates an understanding of institutional policies related to human subjects research |
| 5.12 | Selects an appropriate documentation style and uses it consistently to cite sources |
| 5.13 | Posts permission granted notices, as needed, for copyrighted material |
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