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Introduction to Psychology - Part 2

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 Psychology - Part 2 (PSY 202A)

Research support framework

The following shows where Introduction to Psychology - Part 2 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: 
  • Discern the difference between personal views and scientific evidence and identify claims arising from myths, stereotypes, common fallacies, and poorly supported assertions regarding behavior.
  • Articulate the ways that psychological theories can facilitate personal, social, and organizational change, describe issues pertaining to psychological aspects of human dignity, and anticipate that psychological explanations may vary among populations and contexts. 
  • Evaluate public and private assumptions concerning individual and group differences using a global and multifaceted sociocultural approach.

 

Outcome assessment strategies relating to information literacy: 

Written assignments designed to promote integration of class material with personal reflection and experience.

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. Differentiate published, vetted information sources from biased or commercial sources
  2. Analyze a topic area to devise a researchable question
  3. Compare information providers and identify reliable sources of information
Information literacy instructional objectives: 
  1. Search for reliable information sources on a specific topic using library databases and scholarly web-based sources
  2. Narrow topic to a research question based on available reliable sources
  3. Identify relevant consumer information from published, government, or organization sources
Bridging competencies: 
  • Develop a specific topic statement
  • Identify synonyms to use in a search strategy
  • Identify perspective and point-of-view in information sources