Information Literacy Guide for Faculty

Students will be able to:

• contact a librarian for help with their library research.
• locate a resource in the catalog for a given subject.
• identify library services offered to them.
• locate appropriate information resources per discipline.
• make use of interlibrary loan and the timeline needed to acquire information.
• formulate research questions based on curiosity and gaps in information or data available.
• understand how research topics are often based on societal, personal, and professional needs.
• develop a basic, researchable question.
• cultivate a foundational knowledge base in order to conduct more sophisticated research.
• describe via reflection how the research process is iterative, requiring persistence.
• apply research methods that are appropriate for the need, context, and type of inquiry.
• identify key concepts and related terms in order to locate relevant sources for their cumulative projects.
• break down their research question in order to develop an effective database search.
• analyze sections of a research article in order to conceptualize the research process used by experts in the field.
• evaluate an author's use of sources.

• Use a research article to model the research process used by experts.
• Jigsaw groups each tackle one part of a research article summarizing what that section says and what purpose that section serves; then students disperse and share with new formed groups.
• Chalk talk: Have students list out resource they use & branch out with experiences, feelings, facts, etc.
• Concept mapping: give class a topic, brainstorm keywords. Use Prezi to have students create a visual map with a list of keywords.
• Evaluate sources cited in an article, review sources. Decide what value the source adds to the article. Sort sources into types (books, articles, reports, statistics) using clickers or Kahoot.
• Individual group brainstorming: using Padlet, students share as many synonyms as they can for research question concepts, then the entire class works together to group them by concept in preparation for boolean searching
• Keyword brainstorming: students write down presentation idea and pass around. What questions do their peers have about the topic (review to create keywords), roundtable writing.

Research as Inquiry

• Research is an iterative process.
• Research depends upon asking increasingly complex or new questions whose answers develop additional questions or lines of inquiry.

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.