Recommended Information Literacy Competencies for First-Year Seminar Students
Introduction
This document outlines the Libraries' recommended Information Literacy Competencies for First-Year Seminar Students. These competencies have been adapted from the Association of College and Research Libraries' "Information Literacy Competency Standards for Higher Education" (http://www.ala.org/acrl/ilcomstan.html), the Five Colleges of Ohio information literacy grant efforts, and the College of Wooster library instruction guidelines.
Description of an Information Literate Student
The information literate student
- determines the nature and extent of the information needed.
- accesses needed information effectively and efficiently.
- evaluates information and its sources critically.
- accesses and uses information ethically and legally.
- uses information effectively to accomplish a specific purpose.
Suggested First-Year Seminar Information Literacy Learning Outcomes:
The information literate student is able to...
Decide on a topic within the guidelines provided by the instructor of the course, using general reference sources when needed and identifying key concepts and terms within the topic to gain a better research focus. (Sample Assignments/Activities)
Modify (broaden, narrow, or change significantly) the topic based on beginning level research. (Sample Assignments / Activities)
Understand that reference sources (either in print in a library reference area or online), such as encyclopedias, almanacs, handbooks, statistical sources, etc., can provide background information to help refine a research topic or data to support an argument. (Sample Assignments/Activities)
Begin to understand how basic information is formally and informally produced, organized, and disseminated. (Sample Assignments/Activities)
Know which types of resources, such as reference sources, the CONSORT Library Catalog, news or journal article indices or databases, and web search engines, are appropriate for finding information about a topic. (Sample Assignments/Activities)
Understand when to seek the assistance of a librarian during the research process and how to formulate a question when seeking this assistance. (Sample Assignments/Activities)
Understand how to construct a basic-level search strategy in an electronic resource. (Sample Assignments/Activities)
Understand how to use basic library resources such as catalogs (CONSORT and OhioLINK), indexes (print and electronic), databases, and web search engines and subject directories. (Sample Assignments/Activities)
Understand the relationship between CONSORT and OhioLINK, including the availability of online interlibrary borrowing options through both systems. (Sample Assignments/Activities)
Differentiate between types of resources, such as scholarly vs. popular, current vs. historical. (Sample Assignments/Activities)
Examine and compare information from various sources (books, journal articles, web sites, etc.) in order to evaluate reliability, validity, accuracy, authority, timeliness, purpose or intent (e.g., intended audience), point of view or bias, and relevance to the topic. (Sample Assignments/Activities)
Record appropriately all of the bibliographic citation information (e.g., author/responsible party, title, source, publisher, place, date published, date/time visited if on the web, etc.) on chosen sources (books, journal articles, web sites, etc.) for later use in a bibliography. (Sample Assignments/Activities)
Select and use correctly an appropriate document citation style. When a course instructor does not recommend or require a specific citation style (e.g., MLA, APA, etc.), know that a librarian can suggest a style and provide resources that demonstrate that style. (Sample Assignments/Activities)
Demonstrate an understanding of what constitutes plagiarism and follow "The Code of Academic Integrity" as outlined in The Scot's Key. (Sample Assignments/Activities)
Understand the campus policies on the treatment and use of library resources, technology, and equipment as outlined in "The Code of Social Responsibility" in The Scot's Key. (Sample Assignments/Activities)
Choose a communication medium, project format, and relevant sources that best support the intended purpose and audience. (Sample Assignments/Activities)
Use a range of information technology applications in creating the project. (Sample Assignments/Activities)
Communicate clearly and with a style that reaches the intended audience. (Sample Assignments/Activities)
