Cell Biology for Health Occupations

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 Cell Biology for Health Occupations (BI 112)

Research support framework

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

Information literacy developmental stage: 
Information Mediation
  • Are the qualities of the results what I need?
  • Can these information sources help support my thesis?
Cognitive domains and information literacy outcomes: 
Academic inquiry
  • Directed searching in discipline-specific contexts
  • Connecting sources and integrating them

Library support of CCOGs

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

Intended course outcomes related to information literacy: 
  • Build on the laboratory research experience to organize data and information in order to draw conclusions and identify new investigative paths
  • Use scientific vocabulary and an understanding of the scientific method to critically evaluate current health issues in our society.
Outcome assessment strategies relating to information literacy: 

Papers

Course content relating to information literacy: 

Use the scientific method to look for the answers to questions

Other indicators of required information literacy outcomes: 
  • Research paper requires use of primary scientific literature

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. Demonstrate search strategies familiar to biological scientists
  4. Locate scientific reports, journal articles, and other professional level artifacts

 

Information literacy instructional objectives: 
  1. Interpret general indicators of credibility
  2. Differentiate published sources from open web sources 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