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Information Literacy Guide for Faculty

Possible Learning Objectives

Students will be able to:

  • locate the library and its service points.
  • differentiate between a popular magazine and a scholarly journal.
  • evaluate information with set criteria.
  • identify a variety of information formats.
  • conduct searches for various information formats.
  • articulate the purposes of various types of information as well as their distinguishing characteristics.
  • articulate the capabilities and constraints of information developed through various creation processes.
  • distinguish between format and method of access, understanding that these are separate entities.
  • identify which types of information best meet particular information needs.
  • recognize that information may be perceived differently based on the format in which it is packaged.
  • find published primary sources in order to include first-person perspectives in their research project.
  • develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys.

Ideas to Incorporate into Classroom

  • Chalk talk: have students in small groups write various formats of sources for a given topic, outside of peer-reviewed, and then discuss their thoughts on how useful these formats would be to their literature reviews
  • Evidence-based research in nursing (1st quarter nursing students) - have groups determine different types of evidence-based research on either articles given to them or they find - what type of evidence-based research it is (case study, double-blind, systematic review) and share with one other group or report out to group
  • Groups will each get an item, (citation?), newspaper, academic article, book, magazine article, webpage or blog. They will try to understand the “role” of each in the research process by defining its format closely, even though online it is harder to define.
  • Have students explore the creation of a Wikipedia entry versus that of a scholarly journal article.
  • Ask students to identify the format of the sources they find for a given research project and articulate why the chosen formats are appropriate for the information need.
  • Ask students to transform information they have created in one format to another format, and to write a reflection on or discuss what they needed to consider as they went through the process.

Framework Defined

Information Creation as a Process

  • The purpose, message, and delivery of information are intentional acts of creation.
  • The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects those differences.
  • Recognizing the nature of information creation, experts look to the underlying processes of creation as well as the final product to critically evaluate the usefulness of the information.

LibGuide Credit

The Framework content on this page and in this guiede was originally created by PALNI - the Private Academic Library Network of Indiana.  Adapted with permission.