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Information Literacy at LMU

Being able to understand, find, evaluate, and use information creatively and ethically is a vital skill to have, especially in the quick-exchange age of the Internet. The incredible volume and pace of information creation and communication is such that, when we cannot simply already know something, we must be able to find out, to sort what is best from the available rush of information. But finding the information is not the end of the process; we must also be able to interpret it, to analyze and critique it, and ultimately, to use it responsibly and originally.

This skill set is known as information literacy. It is fundamental to being a scholar, a professional, or an informed citizen. And while we have always taught it at LMU – as research or critical thinking, for example – we want to be sure each student sees its relevance and is able to apply it — in any and all learning endeavors and with the technology and media that is in current, common use.

For this reason, LMU has chosen to make information literacy a special focus and to teach some aspect of information literacy in every discipline.

We hope the resources provided here will help teacher and student alike in making information literacy a vital part of LMU’s academic culture.

 

Information Literacy Learning Objectives, Outcomes, and Assessment

These are the information literacy learning objectives and outcomes originally created in 2009 for LMU’s QEP in information literacy. The objectives and outcomes are based on the ACRL Information Literacy Standards (2000) and modified here to suit LMU’s needs and institutional culture. Where applicable, links to instructional materials supporting the outcomes and assessment measures are provided.

Objective 1: Students will be able to ascertain the extent of information needed.

Outcomes

Levels

Instruction / Tutorials

Assessment

A.      Identify acceptable content, process, and product for designing research-based assignments.

100-200

Explore
Information Cycle

SEWS Rubric Categories: Thesis, Analysis, Presentation, Grammar, Source Use


Annotated Bibliographies

B.      Explore information sources to establish and increase topic familiarity in developing a writing concept.

100-200

Background searching

C.      Modify information into a manageable but comprehensive focus when working with new information.

200-300

Topic selection
Topic scoping

D.      Demonstrate an understanding of appropriate vocabulary in developing the content of discourse.

200-300

Search strategies

E.       Analyze the validity of new information with regards to its inclusion in discourse

200-300

Rate It

F.       Demonstrate an understanding of the process of integrating research information with original thought

200-300

 

 

Objective 2: Students will be able to execute appropriate and efficient information searches.

Outcomes

Levels

Instruction / Tutorials

Assessment

A.      Select efficient and effective investigative methods for researching information

100-

Searching Library Databases
Search Strategies

SEWS Rubric Categories: 
Source Selection

Annotated Bibliographies

B.      Identify keywords, synonyms and appropriate terms for streamlining the investigation of information.

100-

Searching Library Databases
Search Strategies

C.      Construct appropriate search strategies with proper retrieval source when gathering information.

200-

Search Strategies

 

Objective 3: Students will be able to evaluate information sources critically.

Outcomes

Levels

Instruction / Tutorials

Assessment

A.      Analyze the validity, reliability and accuracy of sources and material(s).

100-

Rate It

SEWS Rubric Categories: 
Source Selection, Analysis

Annotated Bibliographies

B.      Recognize the context of inaccuracy, deception, prejudice and manipulation with regard to evaluating information sources.

100-

 Rate It

 

Objective 4: Students will be able to synthesize selected information to support their own ideas.

Outcomes

Levels

Instruction / Tutorials

Assessment

A.      Ascertain the relationship, congruence, and implication among multiple sources.

200-

 

SEWS Rubric Categories:
Analysis, Source Use

B.      Construct new abstracts or ideas from investigative material

200-

 

C.      Relate new evidence to support prior knowledge.

200-

 

 

Objective 5: Students will be able to use information to achieve specific, desired ends.

Outcomes

Levels

Instruction / Tutorials

Assessment

A.      Draw valid and reliable conclusions from the analysis of new data or investigative research.

100-

 

SEWS Rubric Categories:
Analysis, Source Use

B.      Apply discipline-appropriate techniques when evaluating material or resources for inclusion in core content areas.

300-

 

C.      Articulate knowledge and skills of the topic which has undergone investigative research.

 300-

 

 

Objective 6: Students will have an appreciation of the social and political questions concerning the uses of information

Outcomes

Levels

Instruction / Tutorials

Assessment

A.      Demonstrate an understanding of privacy and security in both printed and electronic environments.

 100-

 

 

B.      Communicate clearly for an intended audience.

200-

 

SEWS Rubric (all categories)

C.      Use the appropriate process to attain information.

200-

 

D.      Produce a final product that best supports the purpose of the investigation.

200- 

Award winning student SEWS papers on the CTLE

 

Objective 7: Students will search for and make use of information ethically and legally.

Outcomes

Levels

Instruction / Tutorials

Assessment

A.      Demonstrate understanding of intellectual property and its ethical use.

200-

Copyright and Intellectual Property

SEWS Rubric Categories:
In-text citations, Bibliography, Academic Integrity

B.      Comply with legal and ethical use of electronic systems and paper searches.

100-

Citing
Plagiarism

C.      Demonstrate proper documentation of investigative materials.

100-

Citing 
Plagiarism

 

 

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