You are here

Introduction to Information Gathering

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 Information Gathering (J 102)

Research support framework

The following shows where Introduction to Information Gathering 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: 
  • Determine the amount and types of information needed in order to effectively research a public policy question.
  • Access needed information effectively and efficiently, employing appropriate technology, in order to examine problems
  • Critically evaluate information and multiple information sources in order to present balanced and accurate information to a public forum.
  • Understand the ethical, economic, legal, and social issues surrounding of public information in order to use it appropriately.

 

Other indicators of required information literacy outcomes: 
  • Surveys methods and strategies for acquiring information for the various mass media
  • Examines records, databases, sources and interview methods

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 researchable public policy question, including the aspects and persons involved
  2. Determine the types of information needed to define the problems and evidence required
  3. Effectively use information technologies, including print, online, and persons
  4. Access information sources from various points of view
  5. Use information sources ethically

 

Information literacy instructional objectives: 
  1. Topic definition and refinement
  2. Identify useful library resources as well as outside information sources
  3. Search strategies for various information sources
  4. Recognize diction and other factors which indicate bias or point of view
  5. Review concepts of respecting intellectual property and copyright; citing properly and avoiding plagiarism

 

Bridging competencies: 
  • Recognize encompassing concepts, narrower concepts, synonyms and related terms for search terms
  • Ability to differentiate professional qualifications from celebrity status
  • Ability to differentiate published sources from crowd-sourced or self-published sources