Information Literacy Guide for Faculty

Students will be able to:

• find items in the catalog if given the author, title, or keywords and locate the item on the shelf.
• identify keywords from a given topic and use appropriate search commands.
• implement searches in a multipurpose database and on the web and understand the difference between web and database.
• identify keywords and synonyms and construct a search strategy using appropriate commands for different interfaces.
• determine if retrieved information satisfied need and will refine search if necessary.
• construct a search strategy using Boolean and subject headings or database-specific thesaurus terms.
• make connections between the importance of matching information needs and search strategies to appropriate search tools.
• implement more advanced searching skills to respond to a discipline-based information need
• reflect on the usefulness of making mistakes in the search process and how searching is not solely transactional.
• use discovery tool facets in order to find relevant information.
• break down their research question in order to develop an effective database search.
• develop a topic and a list of terms in order to search sources databases effectively, efficiently, with confidence
• brainstorm and discover search terms in order to find information about their topic.
• search discovery layer to find scholarly articles to complete an assignment.
• demonstrate the use of indexes and advanced search techniques in order to retrieve relevant articles for their class project.
• construct search terms and refine terms based on results to reduce frustration around information gathering.
• break their search into core concepts and brainstorm additional steps for each concept.
• apply search strategies using keywords to reduce research frustration.
• identify and describe three boolean operators and their proper uses in order to conduct an effective first round search.
• select an appropriate source/database in order to locate relevant content/sources of information for their topics
• select an appropriate search tool based on discipline and task at hand.
• condense or expand their search as necessary using search strings and facets.

• Roundtable paired with concept mapping
• Jigsaw to learn facets; regroup to find resources meeting different facet-based criteria on different topics (compiled in Google docs)
• Brainstorm possible search  terms in pairs
• Paraphrasing
• Create a search strategy log using article database.  Start a search with the knowledge you have.  Identify 1 relevant article.  Locate new keywords and authors from citation abstract, subject terms.  Revise search and rerun search.  Continue.
• Pass out different types of information sources and have students work in pairs to identify types and sources.  Have students introduce the source they analyzed.
• Develop a concept map of topic, keywords, synonyms.
• Ask students to choose a topic, develop key terms to search with, and use two different databases to locate information on their topic. Have them compare the results in terms of quantity, types of sources, order/sequence of results, and relevance. 
• Assign students to identify and use subject headings after conducting a keyword search; after which they write a paragraph or have a class discussion on the differences between subject and keyword searching.

Searching as Strategic Exploration

• Information searching is often nonlinear and iterative.
• A combination of inquiry, discovery, and serendipity is required.
• Searching requires evaluating of a broad range of information sources and the mental flexibility to pursue alternate avenues as new understanding is developed.

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.