1. KNOW - The information literate student determines the nature and extent of the information needed.
| Tag | Instruction Menu | Est. Teaching/ Practice Time |
NGCSU Outcome/Measures |
| 1.3 | Background sources | 20 minutes | 1.3 Explores general information sources to increase familiarity with the topic (see related 1.4) |
| 1.4 | Background sources; Articulate research question and focus |
20 minutes 15 minutes |
1.4 Defines or modifies the information need to achieve a manageable focus (see related 1.3, 1.5, 1.16, 3.24) |
| 1.5 | Brainstorming: identify keywords, vocabulary development | 15 minutes | 1.5 Identifies key concepts and terms that describe the information need (see related 1.4, 2.6, 2.7) |
| 1.7+ | Information Context | 20 minutes | 1.7
Knows how information is formally and informally produced, organized,
and disseminated (see related 1.8, 1.9, 1.10, 1.11, 3.7, 5.2) 1.8 Recognizes that knowledge can be organized into disciplines that influence the way information is accessed (see related 1.7, 1.9, 1.10, 1.11, 3.7, 5.2) 1.9 Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book) (see related 1.7, 1.8, 1.10, 1.11, 3.7, 5.2) |
| 1.10 | Popular vs. scholarly periodicals; peer-review defined Reading scholarly research articles |
10 minutes 15 minutes |
1.10 Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) (see related 1.7, 1.8, 1.9, 3.7) |
| 1.11 | Primary vs. secondary sources | 15 minutes | 1.11 Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline (see related 1.7, 1.8, 1.9, 1.13) |
| 1.13 | GIL Express, ILL | 15 minutes | 1.13 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) (see related 2.13) |
| 1.15 | Research method/strategy (bibliographic) | 50 minutes | 1.15 Defines a realistic overall plan and timeline to acquire the needed information (see related 2.3, 2.4, 2.5) |
| 1.16 | Articulate research question and focus | 15 minutes | 1.16 Reviews the initial information need to clarify, revise, or refine the question (see related 1.4, 3.24) |
| 1.17 | Evaluation of Information | 30 minutes | 1.17 Describes criteria used to make information decisions and choices (see related 3.4, 3.6, 3.15) |
2. ACCESS–The information literate student accesses needed information effectively and efficiently.
| Tag | Instruction Menu | Est. Teaching/ Practice Time |
NGCSU Outcome/Measures |
| 2.3 2.4 |
Information Context Database searching intro |
20 minutes 30 minutes |
2.3
Investigates the scope, content, and organization of information
retrieval systems (see related 1.7, 1.8, 1.9, 1.10, 1.11, 3.7, 5.2) 2.4 Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system (see related 2.3) |
| 2.5 | Research method/strategy (bibliographic) | 50 minutes | 2.5 Develops a research plan appropriate to the investigative method (see related 1.15, 2.3) |
| 2.6+ | Brainstorming to identify keywords; search vocabulary | 15 minutes | 2.6 Identifies keywords, synonyms and related terms for the information needed (see related 1.5, 2.7) 2.7 Selects controlled vocabulary specific to the discipline or information retrieval source (see related 1.5, 2.6) |
| 2.8 2.9 2.10 2.11 |
General Database Searching-intro General Database Searching-advanced Specialized Database searching Library Catalog |
20 minutes each 20 minutes each 30 minutes each 20 minutes |
2.8
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) (see related 2.3, 2.4, 2.9, 2.10, 2.11) 2.9 Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters (see related 2.3, 2.4, 2.8, 2.10, 2.11) 2.10 Implements the search using investigative protocols appropriate to the discipline (see related 2.3, 2.4, 2.8, 2.9, 2.11) 2.11 Uses various search systems to retrieve information in a variety of formats (see related 2.3, 2.4, 2.8, 2.9, 2.10) |
| 2.12 | Library Catalog Microfilm Paper index |
20 minutes each | 2.12 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 |
| 2.13 | Gil Express Interlibrary Loan Journals A-Z |
10 minutes | 2.13 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) (see related 1.13) |
| 2.15 | Selection of Sources | 20 minutes | 2.15 Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized (see related 3.17, 3.24, 3.25) |
| 2.20 | Citations—distinguish book, article, and media citations | 15 minutes | 2.20 Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources (see related 1.9, 5.12) |
3. EVALUATE–The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
| Tag | Instruction Menu | Est. Teaching/ Practice Time |
NGCSU Outcome/Measures |
| 3.4 3.6 |
Evaluation of Information Web Evaluation |
30 minutes 30 minutes |
3.4
Examines and compares information from various sources in order to
evaluate reliability, validity, accuracy, authority, timeliness, and
point of view or bias (see related 1.17, 3.6, 3.15, 3.17) 3.6 Recognizes prejudice, deception, or manipulation (see related 1.17, 3.4, 3.15, 3.17) |
| 3.7 3.15 |
Information Context Evaluation of Information |
20 minutes 30 minutes |
3.7
Recognizes the cultural, physical, or other context within which the
information was created and understands the impact of context on
interpreting the information (see related 1.7, 1.8, 1.9, 1.10, 5.2) 3.15 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 (see related 1.4, 1.17, 3.6) |
| 3.17 | Selection of Sources | 20 minutes | 3.17 Selects information that provides evidence for the topic (see related 2.15, 3.25) |
| 3.24 | Articulate research question and focus | 15 minutes | 3.24 Reviews search strategy and incorporates additional concepts as necessary (see related 2.15, 3.25) |
| 3.25 | Selection of Sources | 20 minutes | 3.25 Reviews information retrieval sources used and expands to include others as needed (see related 2.15, 3.17, 3.24) |
4. USE--The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
5. ETHICAL/LEGAL--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.
| Tag | Instruction Menu | Est. Teaching/ Practice Time |
NGCSU Outcome/Measures |
| 5.2 | Information Context | 20 minutes | 5.2 Identifies and discusses issues related to free vs. fee-based access to information (see related 1.7, 1.8, 1.9, 1.10 3.7) |
| 5.12 | Citations: distinguish book, article, and media citations | 15 minutes | 5.12 Selects an appropriate documentation style and uses it consistently to cite sources (see related 2.20) |
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