Examples
of
University Information Literacy Outcomes
Outcome
1: Students will be able to identify and articulate their information needs
This outcome refers
to recognizing the existence of and identifying the information problem to be
solved
| Students
will be able to state their research topic in well-formed English sentences.
| Students will confer with instructors and librarians in
matters relating to their research topics. |
| Students will adjust and modify their research topics,
according to the interplay of newly discovered information with pre-existing
knowledge and experience.
|
|
Outcome 2: Students will develop a knowledge base regarding the
major formats, delivery mechanisms, and organizational structure of information
resources.
This outcome refers to the
research process, and includes both” information resource” and
“information technology” literacies. This
outcome has several implications.
| Students will form a conceptual map of the types of
resources available via the Gutman Library, and other libraries and
information centers, if necessary for the completion of the student’s
research.
| Students will be able to locate, in Gutman Library,
reference materials, circulating materials, reserve materials,
audio-visual materials, current periodicals, back issues of periodicals,
(bound; on microform) and periodicals whose holdings are entirely on
microform. |
| Students will use the appropriate tools to locate the items
sought:
|
Students will use both print and online indexing and
abstracting tools to locate magazine/journal articles, books, book
chapters. This entails
understanding the scope and dates of coverage of different print and
online tools |
|
Students will use the online catalog to locate books and
determine the serial titles held by the Library. |
|
| If a finding tool like those mentioned above has been used,
students will then be able to access the actual items sought:
|
Students will accurately “read” citations to materials
sought, and determine if, for example, the item is a book, journal
article, conference proceeding, book chapter, dissertation, unpublished
paper, video or audiotape, etc. |
|
After locating an abstract of an article using an indexing
and abstracting tool, the student will be able to locate and access the
full-text article using an online database, the online catalog and a
photocopier or microform reader-printer, or Gutman Library’s
Interlibrary Loan Service, or via another nearby library. |
|
| Students will distinguish between the Internet and
fee-based, commercially licensed web-accessible databases and online journal
collections. |
|
Outcome
3: Using this knowledge base, students will be able to identify and apply the
resources and tools that are most appropriate for specific information problems.
This outcome refers
to both “information resource literacy” and “information technology
literacy” or “information tool literacy”
| Students
will use the resources that are most appropriate in terms of scope, depth,
and dates of coverage.
|
| Students
will identify the specialized resources pertinent to their majors, and use
them effectively to derive the information they need (this example targets
mainly sophomores, juniors, & seniors) |
| Students
will use appropriate information management and presentation tools (Word
processing or database management software, web authoring tools,
presentation software).
|
Outcome
4: Students will demonstrate the ability to critically evaluate and ethically
apply information.
This outcome refers
to critical thinking skills and the ethical and wise use of information
| Students
will properly employ citation and documentation in the styles determined by
the instructor. |
| Students
will effectively judge the relative value of the information they have
retrieved in relation to their research problem, in terms of, (for example)
authority, verifiability, scope, depth, and timeliness (datedness). |
| Students
will use information legally (for example, abiding by copyright / fair use)
and ethically (for example, getting permission before lifting images or
sounds or text from a website) |
| Students
will be able to evaluate the effectiveness of the information used in the
course of solving the information problem, and will devise strategies to
improve their performance in the future. For example, the students will
determine the gaps in their research, and how to fill them (more resource
knowledge, more technological skills, improved communication, more time
devoted to task definition, better group dynamics, etc.). |
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