Outcomes for Information Literacy and Library Research Skills
Bryan Carson (with input from the entire library faculty)
Created using Backwards Design
Revised June 24, 2008; Reaffirmed August 2010
[Includes ACRL Standards Addressed]
The Big Ideas
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The institution has an abiding concern for the growth and development of their students.
o This Parallels a “culture of enforced student success.”
Every student is at risk of not succeeding.
o Students who don’t use the library are at risk academically.
But every student has the ability to succeed.
o Information literacy is like a rope bridge over a chasm.
 Information literacy is the bridge that gets students safely to the other side.
“Students who frequently use library resources are also more likely to work harder . . . to
meet a faculty member’s expectations” (Kuh & Gonyea, 2003, p. 267).
Students perceive that the institution values them, either as individuals or as members of
a group.
o Students perceive they are respected as individuals and are treated equitably.
 The institution’s actions and decisions are compatible with espoused
values and mission, as observed through institutional integrity and the
behavior of librarians, teaching faculty, administrators, and staff.
Library anxiety is a barrier that prevents students from using the library as much as they
could or should.
o Library anxiety refers to an uncomfortable feeling or emotional disposition that is
experienced when students are utilizing the library or contemplating its use
(Mellon, 1986).
o 75 per cent to 85 per cent of undergraduate students described their initial library
research experiences in terms of anxiety (Mellon, 1986).
Feelings of anxiety stem from either the relative size of the library, a lack of knowledge
about the location of materials, equipment, and resources of the library, how to initiate
library research, or how to proceed with a library search (Jiao & Onwuegbuzie, 1999, p.
278).
o Once in the library, these [anxious] students . . . may overlook maps and signs or
misinterpret directions and cues, refrain from asking for help, or give up their
search relatively quickly.
o These same students often perceive that they are the only ones who do not know
how to use the library and who lack library skills.
o Their perceptions culminate in shame, concealment, and subsequent avoidance
behaviours . . . [They] feel that other students are adept at using the library, while
they alone are inept. Their incompetence is a source of embarrassment and
consequently should be kept hidden. They feel that asking questions only reveals
their ignorance (Jiao & Onwuegbuzie, 1999, pp. 278-279; citations omitted).
Library information literacy skills form an important piece of human and cultural capital
by creating lifelong learners who will use these skills in the workplace.
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Cultural capital also includes a component of public service.
Academic work is built on a foundation of ethical use of the prior work of others which
has been properly documented and cited.
Essential Questions
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What must students know about information literacy in order to be academically
successful in college?
How can the library and museum we show students that we care about their success in
college?
What do we need to do in order to prevent, minimize, or combat library anxiety?
How do we foster lifelong learning and cultural capital?
How can students learn critical thinking and evaluation skills?
How can students integrate and transfer information literacy skills to a variety of class
and work settings?
How can we instill values of the virtue of public service and student engagement?
What must students know in order to be legal and ethical information consumers while
avoiding plagiarism?
Standards Addressed
1. The information literate student determines the nature and extent of the information needed.
1.1. The information literate student defines and articulates the need for information.
1.1b. Explores general information sources to increase familiarity with the topic
1.1c. Identifies key concepts and terms that describe the information need
1.2. The information literate student identifies a variety of types and formats of potential
sources for information.
1.2a. Knows how information is formally and informally produced, organized, and
disseminated
1.2b. Recognizes that knowledge can be organized into disciplines that influence the
way information is accessed.
1.2c. Identifies the value and differences of potential resources in a variety of formats
(e.g., multimedia, database, website, data set, audio/visual, book)
1.2d. Identifies the purpose and audience of potential resources (e.g., popular vs.
scholarly, current vs. historical)
1.2e. Differentiates between primary and secondary sources, recognizing how their use
and importance vary with each discipline.
1.2f. Realizes that information may need to be constructed with raw data from primary
2. The information literate student accesses needed information effectively and efficiently.
2.1. The information literate student selects the most appropriate investigative methods or
information retrieval systems for accessing the needed information.
2.1c. Investigates the scope, content, and organization of information retrieval systems.
2.1d. Selects efficient and effective approaches for accessing the information needed
from the investigative method or information retrieval system
2.2. The information literate student constructs and implements effectively-designed search
strategies.
2.2a. Develops a research plan appropriate to the investigative method
2.2b. Identifies keywords, synonyms and related terms for the information needed
2.2c. Selects controlled vocabulary specific to the discipline or information retrieval
source.
2.2d. 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)
2.2e. Implements the search strategy in various information retrieval systems using
different user interfaces and search engines, with different command languages,
protocols, and search parameters
2.2f. Implements the search using investigative protocols appropriate to the discipline.
2.3. The information literate student retrieves information online or in person using a variety
of methods.
2.3a. Uses various search systems to retrieve information in a variety of formats.
2.3b. 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.
2.3c. 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).
2.3d. Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary
information
2.4. The information literate student refines the search strategy if necessary.
2.4a. Assesses the quantity, quality, and relevance of the search results to determine
whether alternative information retrieval systems or investigative methods should be
utilized
2.4b. Identifies gaps in the information retrieved and determines if the search strategy
should be revised
2.4c. Repeats the search using the revised strategy as necessary
2.4 The information literate student extracts, records, and manages the information and its
sources.
2.4c. Differentiates between the types of sources cited and understands the elements and
correct syntax of a citation for a wide range of resources
2.4d. Records all pertinent citation information for future reference
3. The information literate student evaluates information and its sources critically and
incorporates selected information into his or her knowledge base and value system.
3.2. The information literate student articulates and applies initial criteria for evaluating both
the information and its sources.
3.2a. Examines and compares information from various sources in order to evaluate
reliability, validity, accuracy, authority, timeliness, and point of view or bias
3.2c. Recognizes prejudice, deception, or manipulation
3.2d Recognizes the cultural, physical, or other context within which the information
was created and understands the impact of context on interpreting the information
3.4. The information literate student compares new knowledge with prior knowledge to
determine the value added, contradictions, or other unique characteristics of the
information.
3.4e. 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.
3.4g. Selects information that provides evidence for the topic.
3.5. The information literate student determines whether the new knowledge has an impact
on the individual’s value system and takes steps to reconcile differences.
3.5a. Investigates differing viewpoints encountered in the literature.
3.5b. Determines whether to incorporate or reject viewpoints encountered.
3.7. The information literate student determines whether the initial query should be revised.
3.7a. Determines if original information need has been satisfied or if additional
information is needed.
3.7b. Reviews search strategy and incorporates additional concepts as necessary.
3.7c. Reviews information retrieval sources used and expands to include others as
needed.
5. 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.
5.1. The information literate student understands many of the ethical, legal and socioeconomic issues surrounding information and information technology.
5.1b. Identifies and discusses issues related to free vs. fee-based access to information.
5.2. The information literate student follows laws, regulations, institutional policies, and
etiquette related to the access and use of information resources.
5.2f. Demonstrates an understanding of what constitutes plagiarism and does not
represent work attributable to others as his/her own.
5.3. The information literate student acknowledges the use of information sources in
communicating the product or performance.
5.3a. Selects an appropriate documentation style and uses it consistently to cite sources.
5.3b. Posts permission granted notices, as needed, for copyrighted material.
Lesson Preparation (Handouts)
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Walking Tour
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Why should I use the Helm-Cravens Library?
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Brochures for ERC and Government Documents
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Database Brochure
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Important Locations in the Reference Room
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Tips to Remember
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Google Advanced Searching
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Five Common Library Checklists for Evaluating Website Information
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Bibliography Style Sheet
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PowerPoint Handout
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TOPCAT Searching Handout (7/17/08 still to be created)
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TDnet One Page Handout
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Directions for Accessing WKU Databases from Off Campus (Proxy Server) Handout
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Instant Messaging One-Page Handout
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How do I Tell the Difference Between a Scholarly and a Popular Magazine?
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Example of a Popular Magazine (7/17/08 still to be created)
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Example of a Scholarly Journal (7/17/08 still to be created)
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Example of a Specialized Encyclopedia (7/17/08 still to be created)
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Example of a Website with Incorrect Information (7/17/08 still to be created)
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Example of an Authoritative Website (7/17/08 still to be created)
References
Jiao, Qun G., & Onwuegbuzie, Anthony J. (1999). Is library anxiety important? Library Review
48(6): 278-282.
Kuh, George D., & Gonyea, Robert M. (2003, July). The Role of the Academic Library in
Promoting Student Engagement in Learning. College & Research Libraries 64(4): 256-282.
Mellon, C. A. (1986, March). Library anxiety: A grounded theory and its development. College
and Research Libraries, 47(2): 160-65.
Weston, Wil. The Academic Library and Retention. (Last visited May 18, 2008). http://wwwrohan.sdsu.edu/~wweston/Presentations.html.