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OLD -- Information Literacy Guide for Faculty

Possible Learning Objectives

Students will be able to:

  • examine the bibliography, footnotes, and references section of sources they find to locate additional sources of information.
  • recognize the metaphor of conversation to describe the purpose of research.
  • identify the contribution of specific scholarly pieces and varying perspectives to a disciplinary knowledge conversation.
  • contribute to the scholarly conversation at an appropriate level, through the lens of becoming a creator/critic.
  • understand citation chaining in order to evaluate the impact of a work (and find more info on the topic).
  • read and analyze a scholarly peer-reviewed article and identify all the sections of the article.
  • recognize that a given scholarly work may not represent the only, or even the majority, perspective on the issue at hand.
  • perceive they are entering the middle of the scholarly conversation, not the end.
  • critically evaluate contributions made by others in the conversation.
  • see themselves as a producer as well as consumer, of information.



Ideas to Incorporate into Classroom

  • Jigsaw: Looking for demographics, 1 table searches, another Discovery, another, another?  Then mix and have students teach each other.
  • Distribute a diagram of citation chaining. Have students “chalk talk” the value of citation chaining and any questions they have.
  • Analyze a scholarly peer-reviewed article and identify and understand all the parts of the article
    • Online:
      • Discussion Board
      • 3 groups each has a different research article
      • create concept map of theoretical concepts - each offer their own concepts
      • 2 short sentences to discuss each section
      • 2 peers respond.
    • Blended Course:
      • 4 groups
      • each get an article
      • group discussion
      • group get large sheet-work on concept map
  • Context: Find 3 relevant and scholarly articles for their topic. After demonstration and time to find articles, each student shares and article in small groups to get feedback on its level of authority and relevance.
  • Think/pair/share as an introductory activity.  Have students think about what questions they would have to ask to determine a health claim’s validity
  • - contribute words or pictures on the topic of cited articles, citing articles and citation chaining.
  • Ask students to conduct an investigation of a particular topic from its treatment in the popular media, and then trace its origin in conversations among scholars and researchers. Discuss if perspectives have changed and why.

Framework Defined

Scholarship Is a Conversation 

  • Ideas are created, debated, and weighed against one another over time.
  • Information users and creators come together to discuss meaning, with the effective researcher adding their voice to the conversation.
  • New insights and discoveries occur over time as a result of competing perspectives and interpretations through sustained discourse within a community of scholars, researchers, or professionals.


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.