Information Literacy Competency Program

First Year Outcomes: Complete

Defining your information needs
- Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need
- Develops a thesis statement and formulates questions based on the information need
- Explores general information sources to increase familiarity with the topic
- Defines or modifies the information need to achieve a manageable focus
- Identifies key concepts and terms that describe the information need
- Recognizes that knowledge can be organized into disciplines that influence the way information is accessed
- Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
- 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)
- Reviews the initial information need to clarify, revise, or refine the question
Accessing Information
- Investigates the scope, content, and organization of information retrieval systems
- Identifies keywords, synonyms and related terms for the information needed
- 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)
- Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
- Uses various search systems to retrieve information in a variety of formats
- 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
- 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
- Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized
- Identifies gaps in the information retrieved and determines if the search strategy should be revised
- Repeats the search using the revised strategy as necessary
- Creates a system for organizing the information
- Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources
- Records all pertinent citation information for future reference
- Uses various technologies to manage the information selected and organized
Evaluating information
- Reads the text and selects main ideas
- Restates textual concepts in his/her own words and selects data accurately
- Identifies verbatim material that can be then appropriately quoted
- Recognizes prejudice, deception, or manipulation
- Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena
- Determines whether information satisfies the research or other information need
- Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources
- Draws conclusions based upon information gathered
- 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
- Integrates new information with previous information or knowledge
- Selects information that provides evidence for the topic
- Investigates differing viewpoints encountered in the literature
- Determines whether to incorporate or reject viewpoints encountered
- Participates in classroom and other discussions
- Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., email, bulletin boards, chat rooms)
- Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs)
- Determines if original information need has been satisfied or if additional information is needed
- Reviews search strategy and incorporates additional concepts as necessary
Presenting your information
- Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards)
- Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance
- Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance
- Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process
- Reflects on past successes, failures, and alternative strategies
- Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience
- Incorporates principles of design and communication
- Communicates clearly and with a style that supports the purposes of the intended audience
Understanding the issues
- Identifies and discusses issues related to free vs. fee-based access to information
- Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material
- Participates in electronic discussions following accepted practices (e.g. "Netiquette")
- Uses approved passwords and other forms of ID for access to information resources
- Complies with institutional policies on access to information resources
- Preserves the integrity of information resources, equipment, systems and facilities
- Legally obtains, stores, and disseminates text, data, images, or sounds
- Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own
- Selects an appropriate documentation style and uses it consistently to cite sources
- Posts permission granted notices, as needed, for copyrighted material