A. University Studies Component Form: Information Literacy
I. Rationale
Please provide a rationale for the course which explains how the course being proposed fits into this
component based on the component's description. For your convenience, the overall description and rationale
for this component are included below.
Overall Description and Rationale for Information Literacy Courses
This component of the University Studies program is designed to foster the development of
students’ information literacy skills by requiring three information literacy intensive courses: The
First Year Experience and two additional information literacy intensive courses, with at least one in
the major field of study. The American Library Association has defined information literacy as “a
set of abilities requiring individuals to recognize when information is needed and have the ability to
locate, evaluate, and use effectively the needed information." Information literacy skills have
become crucial for any lifelong learner, in part, due to rapidly changing information technologies
and increased access to a variety of information resources. A student’s ability to make critical
choices about information is essential during his or her college career and beyond. Information
literacy is essential in all disciplines and achieving information literacy skills positions students for
academic, professional, and personal success.
Brief Statement of Rationale for Course's Inclusion in Information Literacy Courses
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II. Common Student Learning Outcomes (SLOs)
Each course must address all of the Common Student Learning Outcomes for the component, and list these
Common SLOs along with course-specific SLOs in the model course syllabus (to be attached). For each
Common SLO, list the course SLOs that address the common SLO, describe the opportunities which will be
provided for students to learn the outcome (readings, class discussion and/or activities, applied projects), and
list the means of assessment (exams, papers, projects, quizzes, etc.) that will be used to determine the level of
student understanding.
IL 1. Be able to determine the nature and extent of information needed to solve a problem.
Course SLO(s) to Address IL1
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
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IL 2. Access information effectively and efficiently from a variety of sources.
Course SLO(s) to Address IL2
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
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IL 3. Evaluate information critically and incorporate appropriate information into his or her
knowledge base.
Course SLO(s) to Address IL3
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
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IL 4. Individually, or as a member of a group, use information effectively to accomplish a
specific purpose.
Course SLO(s) to Address IL4
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
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IL 5. Understand many of the economic, legal, and social issues surrounding the use of
information and access, and use information ethically and legally.
Course SLO(s) to Address IL5
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Submission instructions:
Please submit cover form, all component forms, a model syllabus, and College/School’s course
action form (if needed) to your department chair. Department chairs should then submit these
forms, syllabus, and course action form (if needed) in one email message to
universitystudies@uncw.edu from their UNCW email address.
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