Study Skills for College Learning

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 Study Skills for College Learning (CG 111)

Research support framework

The following shows where Study Skills for College Learning fits into the Research Support Framework developed by PCC Librarians.

Information literacy developmental stage: 
Perceptual Shift / Skills Instruction
  • I can identify a topic
  • I can identify library services and know which ones can help me
Cognitive domains and information literacy outcomes: 
Information seeking
  • Identifying interests
  • Intellectual and career exploration

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 resources for information and research

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. Navigate library website to locate various information searching tools including online catalog, article databases and electronic reference tools
  2. Locate library database descriptions and learn their interfaces
  3. Identify bibliographic information required for citations, from various types of sources
  4. Differentiate citations from sources, locating generated citations or use a citation generator


Information literacy instructional objectives: 
  1. Compare the depth of information provided on a given topic between electronic reference tools, articles from databases, books and e-books
  2. Select databases appropriate to a given topic, and identify interface components (search boxes, limiters)
  3. Track elements for attributing sources
  4. Identify “permalinks” where available, generated citations where available, URLs, and citation generators when needed


Bridging competencies: 
  • Understand how to concept map an area of interest,  to define a topic to search for
  • Skim result lists to locate relevant sources, when search terms are not in the titles or abstracts
  • Use metacognition to adapt topic definition and search strategy