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Library Media Services (Archived): Information Literacy

Library services for students and faculty

Goals and Objectives

 

Information literacy forms the basis for lifelong learning. It involves the reflective discovery of information, understanding how information is produced and valued, and ethically participating in the development of scholarly and professional information. The following learning outcomes and are based on the Association of College & Research Libraries Framework. Every EvCC student should have an opportunity to engage with these essential learning outcomes during their course of study.

 

Learning Outcomes

Click on the outcomes below for details.

 

1. Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry.
  1. Identify a need for information to effectively research a topic.
  2. Formulate questions based on information gaps and/or on reexamination of existing, possibly conflicting information.
  3. Understand the different types and formats of information sources and employ good judgment in the selection of those sources.

 

2. Searching as Strategic Exploration 
Searching for information requires the evaluation of a range of information sources and the ability to pursue alternate avenues as new understanding develops.
  1. Develop an effective search strategy to access needed information.
  2. Utilize divergent (e.g. brainstorming) and convergent thinking (e.g. selecting the best source) when searching.
  3. Demonstrate the ability to navigate relevant information resources.
  4. Effectively track and organize research processes and results.
  5. Refine needs and search strategies as necessary, based on previous search results.

 

3. Evaluate, Interpret, and Analyze 
Information resources reflect their creators’ expertise and credibility, including AI generated content, and should be evaluated based on the need and context in which the information will be used.
  1. Apply appropriate criteria to evaluate reliability, relevance, authority, and accuracy of information.
  2. Critically evaluate the creators of sources, including tone, subjectivity, and biases. This is particularly important for content that is generated by AI.
  3. Consider how the information relates to the original purpose(s) and audience(s) of the source.
  4. Demonstrate an understanding of new technologies and their impact on learning and the information landscape.

 

4. Recognize that Information has Value 
Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world.
  1. Demonstrate an understanding of intellectual property (including copyright), information security and privacy, and ethical use of information.
  2. Acknowledge the original ideas of others, including content generated by AI, through proper attribution and citation.
  3. Understand that legal, social, and economic interests impact information production and dissemination.

 

5. Synthesize and Contribute 
The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
  1. Understand that the format and delivery method impact the message conveyed.
  2. Create new insights using tools and resources appropriate for the topic and audience.
  3. Participate effectively and ethically in communities of discourse to achieve shared goals and values.

 

Instruction Request Form

 

  • Please complete the instruction request form below.
 

 

  • Please schedule instruction seven days in advance. 
  • You may be asked to provide a copy of the research assignment you're giving to your students.

Skills Timeline

First Year Courses

  • Navigate the library's web site [ 2 ]
  • Develop a research topic [ 1 ]
  • Generate search terms [ 2 ]
  • Evaluate resources [ 3 ]
  • Identify popular and scholarly information [ 1, 3 ]
  • Introduce the concept of primary sources [ 1, 3 ]
  • Understand the value of different viewpoints [ 1, 5 ]
  • Cite sources, knowledge about plagiarism [ 4 ]
  • Learn about databases [ 2 ]
  • Use the library catalog [ 2 ]
  • Aware of research consultations with librarians [ 2 ]
  • Aware of Interlibrary loan services [ 2 ]

 

The notes align with Learning Outcomes.

 

 

  Second Year Courses

  • Meet with librarians for research consultations [ 2 ]
  • Identify & use primary, secondary, & tertiary literature [ 3, 5 ]
  • Define & use peer-review literature [ 3, 5 ]
  • Learn about subject-specific databases [ 2 ]
  • Use the library catalog [ 2 ]
  • Organize & cite sources [ 2 ]
  • Use interlibrary loan [ 2 ]
  • Intellectual property, and fair use [ 4 ]

 

The notes align with Learning Outcomes.

 

Online Library Classroom in Canvas

 

EvCC faculty and students are invited to self-enroll in the (free) EvCC Online Library Classroom in Canvas.

 

  • Be sure to enroll in this (free) class.
  • Students are awarded Canvas Credentials, or digital badges, following successful completion of content. 
  • Click below to see the curriculum overview.

Please ask us to suggest information literacy content in support of your curriculum. 

Students are encouraged to make progress from quarter to quarter. Whatever pathway a student is on, the development of information literacy skills will promote and enhance academic success, authentic engagement and lifelong learning.

  • Instructors may assign modules or selected units within modules.
  • Students are given unlimited attempts to answer quiz questions correctly.
  • Students may copy the URL of a badge (100% on quiz score) as an assignment submission in Canvas.
  • Students may also email quiz scores to their instructors.

Please email questions about digital badges to library-badge@everettcc.edu.

In this three-unit module students will learn about the research process and how to use background sources for their research. Students will explore research strategies for persuasive writing. They will also learn how to frame a research question and how to formulate a thesis statement.

 

This three-unit module explores how information formats are created and the primary, secondary, and tertiary sources that students will encounter while doing research. Students will be introduced to scholarly peer reviewed sources.

 

In this three-unit module students will explore the process of selecting databases, identifying keywords, composing prompts, and employing advanced search techniques.

 

In this four-unit module students will learn about evaluating information sources for authority and accuracy as well as bias and other criteria.

 

​In this two-unit module students​ ​​will explore ​​the details of ​using and synthesizing​ information. They ​will ​learn how to prepare effective face-to-face and virtual presentations through structuring content and managing body language​.

 

In this three-unit module students will have the opportunity to explore guidelines for developing a code of conduct around online behavior, including creating and sharing information and ideas online. Students will learn about significant concepts and activities within the domain of information ethics, including academic integrity and Generative AI.

 

In this three-unit module students will learn about the conventions of citing sources and how and why "citations enhance your argument and provide support for your ideas."

 

This two-unit module covers communicating effectively with images and maps, evaluating data for currency and accuracy, and thinking critically about how statistics are used to convey information.

 

In this one-unit module students will learn about the inquiry-based mindset and how to analyze and synthesize information.

 

In this two-unit module students will be asked to think critically about their daily actions in a global context.

Contact

Instruction Librarian
Email: rbertoldi@everettcc.edu
Phone: 425-388-9492

 

 

Bob Bertoldi

 

This resource has been repurposed with permission from the Willamette University Libraries Teaching & Learning Group.