This document is
available in Word format
and is derived
from the ACRL
standards.
Competency standards: 1, 2, 3, 4,
5.
Performance outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12, 13, 14, 15, 16,
17, 18, 19, 20, 21, 22,
23, 24, 25, 26, 27, 28,
29, 30, 31, 32, 33, 34.
 Top
Twelve Outcomes
Competency Standard 1: The information
literate student determines the nature and extent of the information
needed.
Performance Indicator 1: The information literate student
defines
and articulates the need for information. Outcomes include:
1. Explores general information
sources to increase familiarity with the topic.
a. Uses a subject encyclopedia (online or print)
to find background information about the topic.
b. Search the library catalog using the topic and key word
encyclopedia.
c. Uses electronic resources found on our library Reference
web page.
2. Defines or modifies the information
need to achieve a manageable focus.
a. Writes a statement expressing a need or asking
a question to be answered.
3. Identifies key concepts and terms
that describe the information need.
a. Writes 2-3 concepts and 3-5 key words related
to their topic.
b. Writes 2-3 words that broadens or narrows the topic.
Performance Indicator
2: The information literate student identifies a variety of types and formats
of potential sources
for information. Outcomes include:
4. Knows how information is formally
and informally produced, organized, and disseminated.
a. Identifies 3 ways information is created.
b. Identifies 3 formats of information
c. Identifies 3 ways information is disseminated.
5. Recognizes that knowledge can
be organized into disciplines that influence the way information
is accessed.
a. Identifies 3 major disciplines.
b. Uses “tricks of the trade” for
the discipline such as terminology,
publication type, geography, timeliness.
6.
Identifies the value and differences of potential resources
in
a variety of formats (e.g., multimedia,
database, web site,
data set, audio/visual,
book).
a. Identifies 1 positive and 1 negative aspect
of 3 formats of information.
7. Identifies the purpose
and audience of
potential resources
(e.g., popular
vs. scholarly,
current vs. historical).
a. Identifies intended audience for 2 potential
resources.
8. Differentiates between primary
and secondary sources, recognizing how their use
and importance vary with each discipline.
a. Identifies which of 3 items is a primary source.
b. Identifies 2 reasons primary sources are important.
Performance Indicator 3: The information literate student
considers the costs
and benefits of acquiring the needed information. Outcomes include:
9. 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).
a. Explains the difference between intercampus
and interlibrary
loan.
b. Explains or obtains a VTC Consortium card.
c. Cites one source useful for locating images.
10. Defines a realistic overall
plan and timeline to acquire
the needed information.
a. Can rank, based on time factor, the ways to
obtain information.
Performance Indicator 4: The information literate student
reevaluates
the nature and extent of the information need. Outcomes include:
11. Reviews the initial information
need to clarify,
revise, or refine the question.
a. Demonstrates ability to identify main ideas
from general
information.
b. Demonstrates ability to broaden or narrow search.
12. Describes criteria used to make
information decisions and
choices.
a. Lists 3 criteria affecting selection of resources.
top Competency Standard 2: The information literate student accesses
needed information effectively and efficiently.
Performance Indicator 1: The information
literate student selects the most appropriate investigative
methods or information
retrieval systems for accessing
the needed
information. Outcomes include:
13. Investigates the scope, content,
and organization of information
retrieval
systems.
a. Compare and contrast the content of a library
catalog, electronic
database, and the Internet.
b. Demonstrates knowledge of key word vs. controlled subject
searching.
14.
Selects efficient
and effective
approaches for
accessing the
information needed
from the
investigative method
or information
retrieval system.
a. Identifies features of a basic search and
an advanced search
(unlimited vs. limited searching)
b. Understands use of Boolean operators, truncation, etc. to
limit or expand search results.
Performance Indicator 2:
The information literate student
constructs and implements effectively-designed
search strategies.
Outcomes include:
15. Develops
a research plan
appropriate to
the investigative
method.
a. Identifies steps for doing research.
16. Identifies keywords, synonyms
and related terms for the
information needed.
a. Prepares a list of key words appropriate for
the topic.
17. Selects controlled vocabulary
specific to the discipline
or information retrieval source.
a. Uses the Library of Congress Subject Headings
to identify
search terms.
b. Uses a thesaurus to identify alternative search terms.
18. Constructs
a search strategy
using appropriate commands
for the information
retrieval system
selected (e.g.,
Boolean operators,
truncation, and
proximity for
search
engines;
internal organizers
such as
indexes for
books).
a. Creates a diagram of search terms using Boolean
and truncation.
b. Identifies possible data fields to search.
19. Implements the search strategy
in various information retrieval
systems using different user interfaces and search engines, with different
command
languages,
protocols,
and
search parameters.
a. Executes search in the library catalog and 2 other sources.
20. Implements the search using
investigative protocols appropriate
to the discipline.
a. Executes search in resource appropriate to
their discipline.
Performance Indicator 3: The information literate student
retrieves
information online or in person using a variety of methods. Outcomes include:
21. Uses various search systems
to retrieve information
in a variety of formats.
a. Demonstrates ability to locate non-book materials
in the
library catalog
b. Demonstrates ability to locate non-print materials in an
electronic resource.
22. Uses various
classification schemes
and other systems
(e.g., call number systems or indexes)
to locate information resources
within the library or to identify
specific sites for
physical exploration.
a. Demonstrates ability to read LC shelves and
read Dewey shelves.
b. Uses WorldCat to locate a record for a book at an academic
library and a public library.
23. 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).
a. Uses TCC site search to locate information
on the TCC Writing
Center.
b. Uses LRCLive at least once.
Performance Indicator 4: The information literate student
refines
the search strategy if necessary. Outcomes include:
24. Assesses the quantity, quality,
and
relevance of the search results to determine whether alternative
information retrieval
systems or investigative methods should be utilized.
a. Identifies search terms that broaden the search
and search
terms that narrow the search.
Performance Indicator 5:
The information literate student
extracts, records, and manages the
information and its
sources.
Outcomes include:
25. Differentiates
between the types
of
sources cited
and understands
the elements
and correct
syntax
of a citation
for a wide
range of
sources.
a. Demonstrates ability to read a variety of
citations and
identify component parts.
top Competency Standard
3: The information literate
student evaluates
information and its sources
critically and incorporates selected information
into his or her knowledge base and value
system.
Performance
Indicator 2:
The information
literate student
articulates and
applies initial
criteria for
evaluating both
the information
and its
sources. Outcomes
include:
26.
Examines and
compares information
from various
sources in
order to
evaluate reliability,
validity, accuracy,
authority, timeliness,
and point
of view
or bias.
a. Completes worksheet on evaluating sources.
27. Recognizes prejudice, deception,
or manipulation.
a. Critical review of 2 information sources
demonstrative of
prejudice, deception, or manipulation.
28. Recognizes the cultural,
physical, or other context within which the
information was created and understands
the impact of context
on interpreting the information.
a. Identifying factors (social, economic, historic)
influencing
the creation of an of an information source.
Performance Indicator 4: The information
literate student compares new knowledge with prior
knowledge
to determine the value
added, contradictions, or
other unique characteristics of the information. Outcomes
include:
29. 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.
a. Locates two articles on a single topic. One
article less
than 1 year old and one article greater than 10 years old. Identifies one point
that
has
changed
over
time.
30.
Selects information
that provides
evidence for
the topic.
a. Locates one scientific research article.
b. Locates statistical information relevant to the topic.
Performance Indicator 7: The information literate student
determines
whether the initial query should be revised. Outcomes include:
31. Reviews search strategy and
incorporates additional
concepts as necessary.
a. Demonstrates ability to select a topic that
will probably
be found in several resources.
b. Demonstrates ability to select a topic that will probably
be found in very specialized resources.
32. Reviews information retrieval
sources used and expands to include others
as needed.
a. Demonstrates ability to use more than one
resource in the
discipline.
top Competency
Standard 4:
The information
literate student,
individually or
as a member
of a group,
uses information
effectively to
accomplish a
specific purpose.
Objectives
were not
written for
Standard 5
because its
Performance Indicators
and Outcomes
are best
addressed by
the course
instructor, rather
than by
librarians.
top Competency
Standard 5:
The information
literate student
understands many
of the
economic, legal
and social
issues surrounding
the use
of information
and accesses
and uses
information ethically
and legally.
Performance
Indicator 1:
The information
literate student
understands many
of the
ethical, legal
and socio-economic
issues surrounding
information and
information technology.
Outcomes include:
33.
Identifies and
discusses issues
related to
free vs.
fee-based access
to information.
a. Demonstrates familiarity with free government
documents.
b. Ability to list 2 reasons why some information must be purchased.
c. Demonstrates critical thinking when using Internet web sites.
d. Ability to convey purpose of VIVA and to name 2 VIVA libraries.
e. Demonstrates ability to recognize plagiarism.
f. Ability to explain “fair use”.
g. Identifies one way the library staff protects patron privacy
and intellectual freedom.
Performance Indicator
3: The information literate
student acknowledges the use of
information sources
in communicating
the product
or performance. Outcomes include:
34. Selects an
appropriate documentation
style
and uses it consistently
to cite sources.
a. Uses Writing Assignments subject guide to
identify 3 popular
documentation styles.
b. Uses Writing Assignments subject guide to link to Dartmouth
Writing Center and locate web site relating to writing in their discipline.
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