Environmental Studies Orientation

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 Environmental Studies Orientation (ESR 150)

Research support framework

The following shows where Environmental Studies Orientation 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: 
  • Utilize library and computer based resources for obtaining environmental information.
Course content relating to information literacy: 
  • Locating and accessing information
Course activities and design relating to information literacy: 
  • Research paper on environmental career

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. Separate consumer oriented information from official and documentary information
  2. Differentiate information sources based on indicators of affiliation and authority
  3. Select relevant information from published sources and documentary data
Information literacy instructional objectives: 
  1. Appraise library databases and online sources for probability of providing useful and reliable information
  2. Distinguish peer-reviewed, scholarly sources from general interest, biased, or unvetted information
  3. Identify strategies for retrieving valid information in relevant format(s)
Bridging competencies: 
  • Ability to question assumptions
  • Recognize utility of recognizing connections between sources
  • Ability to analyze purpose and scope of library databases and reference tools