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What is Information Literacy?
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“Information literacy is an intellectual framework
for identifying, finding, understanding, evaluating and using information
. . . Information literacy is vital to all disciplines and to effective
teaching and learning in any institution.”
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–Middle States Commission
on Higher Education
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Accessing Sources:
Learning Goals (Quality Criteria)
Accessing Sources
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| First-year student |
Senior |
Graduate Student |
| Understands that there are differences among information
sources; can search several kinds of sources to retrieve information |
Identifies the most appropriate sources to answer the question;
develops effective search strategies that may be unique to each source |
Understands how information is produced and disseminated; develops
and implements a search strategy appropriate to the discipline |
Evaluating Sources:
Learning Goals (Quality
Criteria)
Evaluating Sources |
| First-year student |
Senior |
Graduate Student |
| Reviews information retrieved to assess the reliability
of each source; considers whether or not the amount of information is
sufficient to address the issue |
Reviews information retrieved to assess the reliability of
each source; determines ways of modifying search strategies to ensure that
information is sufficient to address the issue at a level appropriate for
a senior |
Reviews information retrieved to assess the reliability of
each source; modifies search strategies to ensure that the information retrieved
is as comprehensive as possible |
Evaluating Content:
Learning Goals (Quality
Criteria)
Evaluating Content - Including:
the learner achieves understanding, then incorporates selected information
in his/her knowledge base and value system |
| First-year student |
Senior |
Graduate Student |
| Examines and compares information from various sources;
determines the probable accuracy and reliability of the content; identifies
an author's thesis and the basic structure of the information; avoids
immediate agreement or disagreement with the information |
Analyzes information and evaluates point of view; considers
contradictory information; recognizes prejudice, deception, or manipulation;
compares new information with prior knowledge; draws conclusions based on
the information retrieved; develops a critical response to the information |
Understands the value of the information within a discipline
or profession, its contradictions, the author's research methodology, and
other unique characteristics; selects information that provides the evidence
needed at a professional level; skillfully integrates new information with
prior knowledge |
Understand Issues:
Learning Goals (Quality
Criteria)
Understanding Issues Affecting the Use
of Information; Observing Laws, Regulations, and Institutional Policies
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| First-year student |
Senior |
Graduate Student |
| Understands what plagiarism is and does not plagiarize;
uses appropriate documentation style for citing sources |
Observes copyright laws; understands issues of privacy, information
security, censorship, and freedom of speech |
Understands issues of intellectual property, copyright, the
fair use of copyrighted material, human subject research, and other emerging
or reemerging ethical issues |
Use Information:
Learning Goals (Quality
Criteria)
Using Information for a Specific Purpose |
| First-year student |
Senior |
Graduate Student |
| Organizes content to support the purposes of the student's
product; develops topic in essay or other format; communicates cogently;
can prepare an annotated bibliography; and uses the designated editorial
style appropriately |
Effectively organizes content in support of the purposes of
a product, using multiple sources; chooses a communication medium that best
supports the purposes of the assignment; and uses an editorial style appropriate
to the specific discipline involved |
Expertly organizes content in support of the student's product
or performance; produces new knowledge in the discipline or develops new
strategies as a practitioner; and considers the value of further research
using alternative methods or strategies |
Frame Research:
Learning Goals (Quality
Criteria)
Framing the Research Question |
| First-year student |
Senior |
Graduate Student |
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Recognizes the need to find information to fill the gaps
in his/her knowledge; begins to understand the value of finding information
to support own ideas and opinions |
Recognizes the value of using information to strengthen his/her
own arguments; articulates focused research questions |
Articulates a focused research question; reevaluates it for
clarity or precision; refines the question; considers the costs and benefits
of completing a particular research project in light of available financial
resources |
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