College Reading

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 College Reading (RD 115)

Research support framework

The following shows where College Reading 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: 
  • 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: 
  • Use library resources to formulate a research query and select appropriate sources of information. Use critical thinking to evaluate increasingly complex and diverse information and sources for academic and lifelong learning. Identify and make use of steps in the research process.
  • Exhibit habits that contribute to academic success, including engagement and intellectual curiosity. Employ active learning and study strategies for academic success. Use campus support services and other learning resources to help meet academic goals. Participate in a classroom learning community in a respective and responsive manner.


Other indicators of required information literacy outcomes: 
  • College Reading focuses on expanding reading frequency and effectively reading complex college level texts.
  • Comprehension strategies, critical reading and thinking skills, information literacy, vocabulary development, student success strategies and adapting reading rate to different reading tasks are emphasized.

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. Define a topic and derive a query about it
  2. Use library tools to find information sources that are appropriate
  3. Evaluate sources for scope, relevance, readability
  4. Keep track of steps taken, including key words, in searching for appropriate sources
  5. Contact a librarian, either in person or online, when assistance is required


Information literacy instructional objectives: 
  1. Concept map topic ideas and browse topical databases
  2. Understand “encompassing concept” for use in online encyclopedias and book searching
  3. Evaluate web pages for authorship
  4. Metacognition about changes in search strategy and key word selection
  5. Various ways to contact a librarian


Bridging competencies: 
  • Understand a topic query will evolve, and cannot be limited to their personal interests alone
  • Recognize that topics are written about from different points of view
  • Understand that information research is iterative and takes time
  • Begin to work in the discourse community of academic writers