TLWG Learning Outcomes Mapped onto ACRL Standards
Standard one: 1.1
The information literate student determines the nature and extent of the information needed.
Performance Indicator 1
1. The information literate student defines and articulates the need for information.
Outcomes Include:
a. Confers with instructors and participates in class discussions, peer workgroups, and electronic
discussions to identify a research topic, or other information need
b. Develops a thesis statement and formulates questions based on the information need
c. Explores general information sources to increase familiarity with the topic
d. Defines or modifies the information need to achieve a manageable focus
e. Identifies key concepts and terms that describe the information need
f. Recognizes that existing information can be combined with original thought, experimentation,
and/or analysis to produce new information
Learning Outcomes: Students will …
1.1a Not Applicable unless librarian is the instructor or contributes to class via chat or listserv or
consultation (NA)
1.1b
Apply the PICO model (Patient Population - Who are your patient and his/her cohorts?; Intervention What action are you considering? ; Comparison - What are the alternatives? ; Outcomes – What do you
expect to accomplish?) in order to formulate effective clinical questions.
Identify questions of interest relating to a specific topic in order to narrow the focus of a research
investigation.
Locate several reference tools that describe a topic in order to compare definitions of the topic.
1.1c
Identify print and online reference tools for specific topics in order to locate introductory background
material in an area.
Identify starting points for specific topics on the Bracken Library website in order to find online
background information in a subject area.
1.1d
Define or modify the information need or research question in order to achieve a manageable focus for
a specific course assignment.
1.1e
Identify key concepts and controlled vocabulary in reference tools in order to maximize relevant result
sets in database searches.
1
Last updated by the Teaching & Learning Working Group on 27 March 2012
1.1f NA
Standard One: 1.2
The information literate student determines the nature and extent of the information needed.
Performance Indicator 2
2. The information literate student identifies a variety of types and formats of potential sources for
information.
Outcomes Include:
a. Knows how information is formally and informally produced, organized, and disseminated
b. Recognizes that knowledge can be organized into disciplines that influence the way information is
accessed
c. Identifies the value and differences of potential resources in a variety of formats (e.g.,
multimedia, database, website, data set, audio/visual, book)
d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs.
historical)
e. Differentiates between primary and secondary sources, recognizing how their use and
importance vary with each discipline
f. Realizes that information may need to be constructed with raw data from primary sources
Learning Outcomes: Students will …
1.2a
Describe how information is formally and informally produced, organized, and disseminated in order to
construct a mental framework of our current information landscape.
1.2b
Describe how different forms of information are disseminated within a discipline in order to identify the
best access methods to retrieve that form of information.
1.2c:
Distinguish between a popular and a scholarly article in order to select appropriate sources for essay
writing.
List the characteristics of a literature review in order to select a comprehensive review article from result
sets of diverse types of articles.
Evaluate the organization and content focus of reference books in order to determine if the information
is relevant to the topic.
2
Last updated by the Teaching & Learning Working Group on 27 March 2012
1.2d:
Distinguish between a popular and a scholarly article in order to select appropriate sources for essay
writing.
1.2e
Differentiate between primary and secondary sources in order to identify how different types of
information contribute to the research process.
1.2f
Synthesizes raw data from primary sources in order to reconstruct information from its original source.
3
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard one: 1.3
The information literate student determines the nature and extent of the information needed.
Performance Indicator 3
3. The information literate student considers the costs and benefits of acquiring the needed
information.
Outcomes Include:
a. Determines the availability of needed information and makes decisions on broadening the
information seeking process beyond local resources (e.g., interlibrary loan; using resources at
other locations; obtaining images, videos, text, or sound)
b. Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in
order to gather needed information and to understand its context
c. Defines a realistic overall plan and timeline to acquire the needed information
Learning Outcomes: Students will …
1.3a
Identify the availability and format of needed resources in order to determine which materials cannot be
accessed at the local institution.
1.3b NA
1.3c
Apply the steps of the literature search process in order to gather appropriate information for a given
topic.
4
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard One: 1.4
The information literate student determines the nature and extent of the information needed.
Performance Indicator 4
4. The information literate student re-evaluates the nature and extent of the information need.
Outcomes Include:
a. Reviews the initial information need to clarify, revise, or refine the question
b. Describes criteria used to make information decisions and choices
Learning Outcomes: Students will …
1.4a
Review the initial information need in order to clarify, revise, or refine the question.
1.4b
Describe criteria used to make information decisions and choices in order to evaluate information tools,
resources, and search strategies.
5
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Two: 2.1
The information literate student accesses needed information effectively and efficiently.
Performance Indicator 1
1. The information literate student selects the most appropriate investigative methods or information
retrieval systems for accessing the needed information.
Outcomes Include:
a.
b.
c.
d.
Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork)
Investigates benefits and applicability of various investigative methods
Investigates the scope, content, and organization of information retrieval systems
Selects efficient and effective approaches for accessing the information needed from the
investigative method or information retrieval system
Learning Outcomes: Students will …
2.1a NA
2.1b NA
2.1c
Investigate the scope, content, and organization of information retrieval systems in order to select a tool
that suits information needs for their research and their discipline.
2.1d
Identify the principles of effective searching within education databases in order to refine search
techniques.
6
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Two: 2.2
The information literate student accesses needed information effectively and efficiently.
Performance Indicator 2
2. The information literate student constructs and implements effectively-designed search strategies.
Outcomes Include:
a.
b.
c.
d.
Develops a research plan appropriate to the investigative method
Identifies keywords, synonyms and related terms for the information needed
Selects controlled vocabulary specific to the discipline or information retrieval source
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)
e. Implements the search strategy in various information retrieval systems using different user
interfaces and search engines, with different command languages, protocols, and search
parameters
f. Implements the search using investigative protocols appropriate to the discipline
Learning Outcomes: Students will …
2.2a
Develop a literature search strategy for the selected critical enquiry question in order to explore
information tools systematically and comprehensively.
2.2b
Identify keywords, synonyms and related terms for the information needed in order to focus information
search strategies and maximize relevant search results.
2.2c
Apply controlled vocabulary taken from subject headings and/or a thesaurus in order to focus searches
based on the terminology used in a specific discipline.
2.2d
Construct a search strategy using appropriate commands for the information retrieval system selected
(e.g. limiting search terms to a specific field or format; consider internal organizers such as indexes for
books) in order to maximize relevant search results.
2.2e
Implement a search strategy in various information retrieval systems using different user interfaces and
search engines, with different command languages, protocols, and search parameters in order to
complete a comprehensive search of relevant information tools.
7
Last updated by the Teaching & Learning Working Group on 27 March 2012
2.2f
Implement a search using investigative protocols appropriate to the discipline in order to ensure that all
relevant methodologies are applied to discipline-specific information tools.
Standard Two: 2.3
The information literate student accesses needed information effectively and efficiently.
Performance Indicator 3
3. The information literate student retrieves information online or in person using a variety of
methods.
Outcomes Include:
a. Uses various search systems to retrieve information in a variety of formats
b. 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
c. 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)
d. Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information
Learning Outcomes: Students will …
2.3a
Compare the strengths and weaknesses of four research tools in order to maximize the identification of
relevant resources( 2.3a – 2.4a – 3.2a)
2.3b
Apply various classification schemes and other systems (e.g. call number systems or indexes) in order to
locate information resources within the library and identify specific sites for physical exploration.
2.3c
Use specialized online or in person services available at the institution in order to retrieve the
information needed (e.g. interlibrary loan/document delivery, professional associations, institutional
research offices, community resources, experts and practitioners).
2.3d
Use surveys, letters, interviews, and other forms of inquiry in order to retrieve primary source
information.
8
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Two: 2.4
The information literate student accesses needed information effectively and efficiently.
Performance Indicator 4
4. The information literate student refines the search strategy if necessary.
Outcomes Include:
a. Assesses the quantity, quality, and relevance of the search results to determine whether
alternative information retrieval systems or investigative methods should be utilized
b. Identifies gaps in the information retrieved and determines if the search strategy should be
revised
c. Repeats the search using the revised strategy as necessary
Learning Outcomes: Students will …
2.4a
Compare the strengths and weaknesses of four research tools in order to maximize the identification of
relevant resources.
2.4b
Identify gaps in the information retrieved in order to determine if the search strategy should be revised.
2.4c
Repeat the search using the revised strategy as necessary in order to maximize relevant search results.
9
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Two: 2.5
The information literate student accesses needed information effectively and efficiently.
Performance Indicator 5
5. The information literate student extracts, records, and manages the information and its sources.
Outcomes Include:
a. Selects among various technologies the most appropriate one for the task of extracting the
needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual
equipment, or exploratory instruments)
b. Creates a system for organizing the information
c. Differentiates between the types of sources cited and understands the elements and correct
syntax of a citation for a wide range of resources
d. Records all pertinent citation information for future reference
e. Uses various technologies to manage the information selected and organized
Learning Outcomes: Students will …
2.5a Consider – data and maps? Scanner? Save to USB? Upload to RefWorks?
2.5b
Investigate methods for organizing information (e.g. USB key, computer/paper folders, citation
management software) in order to systematize how the information is stored (e.g. online/print text, data
sets, images, multimedia).
2.5c
Identify elements of citations representing diverse sources (government documents, articles, chapters,
books, theses, etc.) in order to locate resources on a bibliography.
2.5d
Adopt citation management software appropriate for the discipline and research need in order to record
pertinent resource information for future reference.
2.5e
Explore features of citation management software in order to apply features that best support resource
management and organization, given specific research needs.
10
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Three: 3.1
The information literate student evaluates information and its sources critically and incorporates
selected information into his or her knowledge base and value system.
Performance Indicator 1
1. The information literate student summarizes the main ideas to be extracted from the information
gathered.
Outcomes Include:
a. Reads the text and selects main ideas.
b. Restates textual concepts in his/her own words and selects data accurately.
c. Identifies verbatim material that can then be appropriately quoted.
Learning Outcomes: Students will …
3.1a NA If teaching notetaking.
3.1b NA
3.1c NA
11
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Three: 3.2
The information literate student evaluates information and its sources critically and incorporates
selected information into his or her knowledge base and value system.
Performance Indicator 2
2. The information literate student articulates and applies initial criteria for evaluating both the
information and its sources.
Outcomes Include:
a. Examines and compares information from various sources in order to evaluate reliability,
validity, accuracy, authority, timeliness, and point of view or bias
b. Analyzes the structure and logic of supporting arguments or methods
c. Recognizes prejudice, deception, or manipulation
d. Recognizes the cultural, physical, or other context within which the information was created and
understands the impact of context on interpreting the information
Learning Outcomes: Students will …
3.2a
Compare the strengths and weaknesses of four research tools in order to maximize the identification of
relevant resources.
Evaluate the relevance, validity and authority of various medical e-resources in order to understand the
limitations of searching Google for medical information.
3.2b NA
3.2c
Apply established evaluative criteria in order to determine if information sources reveal features of
prejudice, deception, or manipulation.
3.2d
Analyze the cultural, physical, or other context within which the information was created in order to
determine the impact of context on interpreting the information.
12
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Three: 3.3
The information literate student evaluates information and its sources critically and incorporates
selected information into his or her knowledge base and value system.
Performance Indicator 3
3. The information literate student synthesizes main ideas to construct new concepts.
Outcomes Include:
a. Recognizes interrelationships among concepts and combines them into potentially useful
primary statements with supporting evidence
b. Extends initial synthesis, when possible, at a higher level of abstraction to construct new
hypotheses that may require additional information
c. Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio
or visual equipment) for studying the interaction of ideas and other phenomena
Learning Outcomes: Students will …
3.3a NA
3.3b NA
3.3c NA
13
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Three: 3.4
The information literate student evaluates information and its sources critically and incorporates
selected information into his or her knowledge base and value system.
Performance Indicator 4
4. The information literate student compares new knowledge with prior knowledge to determine the
value added, contradictions, or other unique characteristics of the information.
Outcomes Include:
a. Determines whether information satisfies the research or other information need
b. Uses consciously selected criteria to determine whether the information contradicts or verifies
information used from other sources
c. Draws conclusions based upon information gathered
d. Tests theories with discipline-appropriate techniques (e.g., simulators, experiments)
e. 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
f. Integrates new information with previous information or knowledge
g. Selects information that provides evidence for the topic
Learning Outcomes: Students will …
3.4a
Apply established evaluative criteria in order to determine whether information satisfies the research or
other information need.
3.4b
Apply consciously selected criteria in order to determine whether the information contradicts or verifies
information used from other sources.
3.4c NA
3.4d NA
3.4e
Analyze the source of the data, the limitations of the information gathering tools or strategies, and the
reasonableness of the conclusions in order to establish probable accuracy.
3.4f NA
3.4g
Apply established evaluative criteria in order to select information that provides evidence for the topic.
14
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Three: 3.5
The information literate student evaluates information and its sources critically and incorporates
selected information into his or her knowledge base and value system
Performance Indicator 5
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.
Outcomes Include:
a. Investigates differing viewpoints encountered in the literature
b. Determines whether to incorporate or reject viewpoints encountered
Learning Outcomes: Students will …
3.5a
Compare information from a variety of diverse information sources in order to investigate differing
viewpoints encountered in the literature.
3.5b N A
15
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Three: 3.6
The information literate student evaluates information and its sources critically and incorporates
selected information into his or her knowledge base and value system.
Performance Indicator 6
6. The information literate student validates understanding and interpretation of the information
through discourse with other individuals, subject-area experts, and/or practitioners.
Outcomes Include:
a. Participates in classroom and other discussions
b. Participates in class-sponsored electronic communication forums designed to encourage
discourse on the topic (e.g., email, bulletin boards, chat rooms)
c. Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs)
Learning Outcomes
3.6a NA
3.6b NA
3.6c NA
16
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Three: 3.7
The information literate student evaluates information and its sources critically and incorporates
selected information into his or her knowledge base and value system.
Performance Indicator 7
7. The information literate student determines whether the initial query should be revised.
Outcomes Include:
a. Determines if original information need has been satisfied or if additional information is needed
b. Reviews search strategy and incorporates additional concepts as necessary
c. Reviews information retrieval sources used and expands to include others as needed
Learning Outcomes: Students will …
3.7a
Reflect on the nature of the information that has been located in order to determine if the informationgathering process has addressed the initial information need.
3.7b
Describe/map the steps in the research process before and after the library session in order to identify
alternate/new approaches and search patterns.
3.7c
Review information retrieval sources used for a specific assignment in order to include other relevant
selections as needed.
17
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Four: 4.1
The information literate student, individually or as a member of a group, uses information effectively to
accomplish a specific purpose
Performance Indicator 1
1. The information literate student applies new and prior information to the planning and creation of a
particular product or performance.
Outcomes Include:
a. Organizes the content in a manner that supports the purposes and format of the product or
performance (e.g. outlines, drafts, storyboards)
b. Articulates knowledge and skills transferred from prior experiences to planning and creating the
product or performance
c. Integrates the new and prior information, including quotations and paraphrasing, in a manner
that supports the purposes of the product or performance
d. Manipulates digital text, images, and data, as needed, transferring them from their original
locations and formats to a new context
Learning Outcomes
4.1a NA
4.2b NA
4.2c NA
4.2d
Manipulate digital text, images, and data, as needed, in order to transfer them from their original
locations and formats to a new context.
Scan primary source materials in order to include them in a PowerPoint presentation.
Downloads census data on the web in order to manipulate it in a spreadsheet.
18
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Four: 4.2
The information literate student, individually or as a member of a group, uses information effectively to
accomplish a specific purpose.
Performance Indicator 2
2. The information literate student revises the development process for the product or performance.
Outcomes Include:
a. Maintains a journal or log of activities related to the information seeking, evaluating, and
communicating process
b. Reflects on past successes, failures, and alternative strategies
Learning Outcomes: Students will …
4.2a
Maintain a journal or log of activities related to the information seeking and evaluation process in order
to identify successful and unsuccessful research strategies for future application.
4.2b
Reflect on past successes, failures, and alternative information–seeking strategies in order to build on
existing research strategies.
19
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Four: 4.3
The information literate student, individually or as a member of a group, uses information effectively to
accomplish a specific purpose.
Performance Indicator 3
1. The information literate student communicates the product or performance effectively to others.
Outcomes Include:
a. Chooses a communication medium and format that best supports the purposes of the product
or performance and the intended audience
b. Uses a range of information technology applications in creating the product or performance
c. Incorporates principles of design and communication
d. Communicates clearly and with a style that supports the purposes of the intended audience
Learning Outcomes
4.3a NA
4.3b NA
4.3c NA
4.3d NA
20
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Five: 5.1
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.
Performance Indicator 1
1. The information literate student understands many of the ethical, legal and socio-economic issues
surrounding information and information technology.
Outcomes Include:
a. Identifies and discusses issues related to privacy and security in both the print and electronic
environments
b. Identifies and discusses issues related to free vs. fee-based access to information
c. Identifies and discusses issues related to censorship and freedom of speech
d. Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted
material
Learning Outcomes: Students will …
5.1a NA
5.1b
Distinguish between Open Access and fee-based resources in order to access needed material in an
appropriate and efficient manner.
Create information-seeking strategies that include Open Access sources in order to broaden the reach of
potential research materials.
5.1.c
Acknowledge all print, digital, and multimedia sources in their writing or presentations in order to
comply with copyright law in Canada.
5.1d
Apply the Creative Commons license on works they have created in order to enable sharing and access
for others.
21
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Five: 5.2
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.
Performance Indicator 2
2. The information literate student follows laws, regulations, institutional policies, and etiquette
related to the access and use of information resources.
Outcomes Include:
a.
b.
c.
d.
e.
f.
Participates in electronic discussions following accepted practices (e.g. "Netiquette")
Uses approved passwords and other forms of ID for access to information resources
Complies with institutional policies on access to information resources
Preserves the integrity of information resources, equipment, systems and facilities
Legally obtains, stores, and disseminates text, data, images, or sounds
Demonstrates an understanding of what constitutes plagiarism and does not represent work
attributable to others as his/her own
g. Demonstrates an understanding of institutional policies related to human subjects research
Learning Outcomes
5.2a NA
5.2b
Identify the difference between subscription and free online resources in order to follow library
protocols for accessing licensed materials.
5.2c
Access and use licensed materials following institutional policies in order to comply with Canadian
copyright policy.
5.2d NA
5.2e NA
5.2f
Summarize the key tenets of academic integrity in order to produce work that is free of plagiarism.
5.2g
Complete an online module on research involving human subjects in order to follow institutional
protocols for research projects.
22
Last updated by the Teaching & Learning Working Group on 27 March 2012
Standard Five: 5.3
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.
Performance Indicator 3
3. The information literate student acknowledges the use of information sources in communicating the
product or performance.
Outcomes Include:
a. Selects an appropriate documentation style and uses it consistently to cite sources
b. Posts permission granted notices, as needed, for copyrighted material
Learning Outcomes: Students will …
5.3a
Select an appropriate documentation style in order to cite sources consistently and accurately.
Manipulate references in an online citation management tool in order to comply with required
documentation styles for a specific discipline.
5.3b
Via Copyright Office
23
Last updated by the Teaching & Learning Working Group on 27 March 2012