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First-Year Information Literacy Curriculum Goals

GOAL

OBJECTIVES
PURPOSE
Recognizes the variety of services and resources that the library provides
  • Identifies service points of the library
  • Identifies the variety of locations, formats, types, and classifications of library materials 
  • Utilizes library policies, including hours of operation, borrowing privileges, etc.
  • Selects information resources through the library homepage and catalog
  • Requests resources from other libraries through Connect NY and MyLoan when appropriate
  • Accesses and retrieves reserve readings
 To engage in scholarly work effectively, it is beneficial to become aware of and utilize the resources made available through your academic scholarly community. 
Recognizes the diversity and complexity of the information environment
  • Distinguishes among sources of information, including books, journals, dissertations, print and electronic media, personal communication, etc.
  • Distinguishes among information sources that are formally and informally produced, organized, and disseminated
  • Recognizes that information has different forms, such as narrative, opinion, observation, factual data, numeric data, etc.
     
 Knowing the characteristics of scholarly discourse conventions is directly connected to understanding how knowledge is constructed and understood in particular contexts.
Defines and articulates a need for information
  • Explores general information sources to become familiar with topic
  • Identifies key concepts or terms
  • Determines the nature and extent of information needed
  • Recognizes when quantitative or observational data is needed
  • Differentiates between a topic and a thesis
  • Develops a thesis statement or research question
 Building researchable questions from personal and academic interests is the foundation of scholarly inquiry.
Locates and retrieves information
  • Formulates an effective search strategy
  • Identifies resources specific to disciplines
  • Selects appropriate finding tools, which may include library catalogs, indexes, bibliographies, etc.
  • Identifies appropriate resources using the library catalog
  • Identifies and retrieves appropriate resources using article and citation databases
     
 While it is not difficult to find sources that speak to one’s inquiry, finding appropriate and relevant evidence that aligns to one’s inquiry is essential for developing and communicating new understandings.
Critically evaluates information
  • Recognizes the cultural, physical, or other context within which the information is created and understands the impact of context on interpreting the information
  • Applies criteria for evaluation of resources, such as indicators of authority, validity of methodology and assertions, appropriate attribution, and bias. 
  • Understands the difference between scholarly and popular publications, as well as primary and secondary sources
The analysis and interpretation of scholarly discourse is necessary to develop nuanced understandings in academic settings and beyond.  Different approaches to reading texts enable different understandings to emerge.
Understands ethical and legal implications of information use
  • Understands the purpose (to provide an historical record of scholarship, to give proper attribution of ownership, to provide information for retrieval, etc.) of citations
  • Constructs an appropriate reference list or bibliography
  • Respects and understands Colgate’s definition of plagiarism as outlined in the Colgate honor code
  • Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material
Understanding and engaging in general academic and disciplinary-based conventions is part of being a responsible member of a scholarly community.
Communicates Effectively
  • Identifies appropriate genres, e.g., academic paper, academic poster, etc., for addressing purpose and audience
  • Selects evidence appropriate to audience and purpose
  • Synthesizes information sources to convey appropriate evidence
  • Demonstrates ability to utilize the structure of a particular genre  to purposefully address audience
     
 Synthesizing ideas in scholarly discourse is both a way of learning, i.e., new understandings are developed through writing or synthesizing ideas through other mediums, as well as a way of sharing knowledge.  Communicating ideas persuasively and effectively though general academic and disciplinary conventions draws on all the other goals.

The list of goals and objectives is based on the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education.

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Page Created & Maintained by: Rebecca Hewitt | Last Updated: December 15, 2011 | © 2009

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