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Technical/Professional Writing 1

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 Technical/Professional Writing 1 (WR 227)

Research support framework

The following shows where Technical/Professional Writing 1 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: 
  • Read, interpret, analyze, and evaluate complex technical and professional documents and visuals
Outcome assessment strategies relating to information literacy: 
  • Researching primary and secondary sources, including the Internet
  • Analyzing audience and purpose (Competencies and Skill

 

Other indicators of required information literacy outcomes: 
  • Researching primary and secondary sources, including the Internet
  • Analyzing audience and purpose

 

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. Use library databases and scholarly internet sources to locate primary sources
  2. Determine audience level of sources

 

Information literacy instructional objectives: 
  1. Devise search strategy to locate professional, technical, and scholarly sources
  2. Differentiate peer-reviewed, technical, industry-specific and general interest sources

 

Bridging competencies: 
  • Understand topic development, including synonyms, related concepts, and encompassing concepts
  • Ability to identify categories of experts for various topics
  • Experience with differentiating unmediated or crowd-sourced information from mediated, vetted information sources