Use this tool to understand how the research skills contained in the course outcomes, or other indicators, align with developmental stages of information literacy and critical thinking. See how PCC Librarians can help support the integration of research concepts and skills at levels appropriate to the course outcomes. This guide was prepared by the PCC librarians for Biology (BI 101)

Research support framework

The following shows where Biology fits into the Research Support Framework developed by PCC Librarians.

Information literacy developmental stage: 
Information Mediation
  • I can develop a topic
  • I can search a database and get related results
Cognitive domains and information literacy outcomes: 
Skills
  • Begin academic writing
  • Begin informational research

Library support of CCOGs

These are the course outcomes and other indicators which require library support.

Intended course outcomes related to information literacy: 
  • Gather information, assess its validity, and differentiate factual information from opinion and pseudo-science by learning and practicing methods used by biological scientists

 

Other indicators of required information literacy outcomes: 
  • Recognize scientific information and its role in decision making

Course integrated research support

These are the ways that the librarians can support information literacy achievement for the students in this course.

Corresponding information literacy outcomes: 
  1. Gather credible information sources
  2. Measure factualness and validity of sources
  3. Use search strategies familiar to biological scientists
  4. Locate scientific reports, journal articles, and other professional level artifacts

 

Information literacy instructional objectives: 
  1. Define general indicators of credibility
  2. Compare and evaluate open web and sources from databases for factualness and validity
  3. Identify and use controlled vocabularies in searching
  4. Use specialized search engines, library databases and journal browsing to locate sources that biological scientists would use

 

Bridging competencies: 
  • Define a research topic in a hierarchical fashion, broad to specific
  • Differentiate between databases for relevance to topic
  • Differentiate key words from subject headings
  • Use reference tools for building background knowledge