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Introduction to Dementia Care

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 Introduction to Dementia Care (GRN 235)

Research support framework

The following shows where Introduction to Dementia Care fits into the Research Support Framework developed by PCC Librarians.

Information literacy developmental stage: 
Critical Thinking Support
  • I can use these resources to identify pro and con positions
  • I understand the scholarly conversation in this discipline and can recognize the experts
Cognitive domains and information literacy outcomes: 
Information exploration
  • Intellectual inquiry
  • Engagement with scholarly resources

Library support of CCOGs

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

Intended course outcomes related to information literacy: 
  • Information literacy is in other parts of the CCOG
Outcome assessment strategies relating to information literacy: 
  • Completion of research-supported papers, assignments and group projects meeting defined standards.

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. Locate current, research-level articles
  2. Locate relevant government data
  3. Locate books for overviews of related topics


Information literacy instructional objectives: 
  1. Search health databases for journal articles, sort for currency
  2. Search for case law in Lexis-Nexis as well as use relevant government web sites
  3. Use keyword searching with truncation for in-depth searching in the online catalog


Bridging competencies: 
  • Ability to navigate library web site to find and select relevant databases
  • Enough familiarity with the field of Gerontology to refine the topic to a researchable question
  • Understand the principle of encompassing concepts
  • Time management, to allow for intercampus or interlibrary loan when necessary