Introduction to Information Literacy

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 Literacy (DE 21)

Research support framework

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

Information literacy developmental stage: 
Perceptual Shift / Skills Instruction
  • I know what the library is, and where it is
  • I feel like the library is a welcoming place
  • I know who the librarians are
Cognitive domains and information literacy outcomes: 
Connecting to college
  • Time management
  • Note Taking
  • Building on incremental successes

Library support of CCOGs

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

Intended course outcomes related to information literacy: 
  • Apply the process of effective information seeking utilizing intellectual curiosity and creative thinking. 
  • Use critical reading and thinking skills to select, evaluate, and cite sources appropriate for information needs.
  • Identify an information need 
  • Formulate an answerable research question 
  • Effectively use the library's print, electronic, and human resources 
  • Use specialized vocabulary related to the research process
Outcome assessment strategies relating to information literacy: 
  • Identification of information need and topic selection
  • Question formulation
  • Source selection and use of diverse sources
  • Distinguishing between internet and electronic library sources
  • Evaluation of websites and other sources for credibility
  • Comprehension and annotation of sources for key ideas and personal connections
  • Persistence in information seeking activities
  • Appropriate use of informal citation
  • Contact with Reference Librarian
  • Research Log
Course content relating to information literacy: 
  • Identifying an information need
  • Reading widely and exploring varied sources in order to refine topic selection
  • Forming research questions for academic and/or lifelong learning
  • Identifying and selecting appropriate sources for information need
  • Evaluating internet and library sources for credibility
  • Using sources appropriately
  • Developing greater confidence accessing library resources
  • Deepening intellectual curiosity and expanding creative thinking

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. Identification of information need and topic selection
  2. Question formulation
  3. Source selection and use of diverse sources
  4. Distinguishing between internet and electronic library sources
  5. Evaluation of websites and other sources for credibility
  6. Appropriate use of informal citation
  7. Contact with Reference Librarian

 

Information literacy instructional objectives: 
  1. Take a one word topic area and add a perspective
  2. Derive a researchable question from the topic word, the perspective, and how a person with that perspective would search for answers
  3. Navigate the library website
  4. Search engines and self-published web pages v. library databases and reference tools
  5. Website evaluation checklist
  6. Using citation generators
  7. Librarian introduces self to the class, and presents their interest in student success with information literacy skills

 

Bridging competencies: 
  • Ability to select an area of interest and focus on a single, definable question
  • Readiness to listen and write, and participate in class discussion