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Information Literacy Competency Program

Third Year Outcomes: Complete

  1. Defining your information needs
    • Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need
    • Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information
    • Knows how information is formally and informally produced, organized, and disseminated
    • Identifies the value and differences of potential resources in a variety of formats (e.g.,multimedia, database, website, data set, audio/visual, book)
    • Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
    • Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline
    • Realizes that information may need to be constructed with raw data from primary sources
    • Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound)
    • Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context
    • Defines a realistic overall plan and timeline to acquire the needed information
    • Reviews the initial information need to clarify, revise, or refine the question
    • Describes criteria used to make information decisions and choices
  2. Accessing Information
    • Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork)
    • Investigates benefits and applicability of various investigative methods
    • Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system
    • Develops a research plan appropriate to the investigative method
    • Selects controlled vocabulary specific to the discipline or information retrieval source
    • Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
    • Implements the search using investigative protocols appropriate to the discipline
    • Uses various search systems to retrieve information in a variety of formats
    • Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners
    • Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information
    • Identifies gaps in the information retrieved and determines if the search strategy should be revised
    • Repeats the search using the revised strategy as necessary
    • Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments)
    • Creates a system for organizing the information
    • Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources
  3. Evaluating information
    • Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
    • Analyzes the structure and logic of supporting arguments or methods
    • Recognizes prejudice, deception, or manipulation
    • Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information
    • Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence
    • Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information
    • Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena
    • Determines whether information satisfies the research or other information need
    • Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources
    • Draws conclusions based upon information gathered
    • Tests theories with discipline-appropriate techniques (e.g., simulators, experiments)
    • Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions
    • Integrates new information with previous information or knowledge
    • Selects information that provides evidence for the topic
    • Investigates differing viewpoints encountered in the literature
    • Determines whether to incorporate or reject viewpoints encountered
    • Participates in classroom and other discussions
    • Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., email, bulletin boards, chat rooms)
    • Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs)
    • Determines if original information need has been satisfied or if additional information is needed
    • Reviews search strategy and incorporates additional concepts as necessary
    • Reviews information retrieval sources used and expands to include others as needed
  4. Presenting your information
    • Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards)
    • Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance
    • Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance
    • Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context
    • Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process
    • Reflects on past successes, failures, and alternative strategies
    • Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience
    • Uses a range of information technology applications in creating the product or performance
    • Incorporates principles of design and communication
    • Communicates clearly and with a style that supports the purposes of the intended audience
  5. Understanding the issues
    • Identifies and discusses issues related to privacy and security in both the print and electronic environments
    • Identifies and discusses issues related to free vs. fee-based access to information
    • Identifies and discusses issues related to censorship and freedom of speech
    • Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material
    • Legally obtains, stores, and disseminates text, data, images, or sounds
    • Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own
    • Demonstrates an understanding of institutional policies related to human subjects research
    • Selects an appropriate documentation style and uses it consistently to cite sources
    • Posts permission granted notices, as needed, for copyrighted material