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Information Literacy Program

II. Managing Outcomes with ACRL Standards

After you have created outcomes, match them with the corresponding Information Literacy Competency Standards for Higher Education (ACRL Standards) outcomes.  It is recommended that you list both on your syllabus.

Answer the following questions:

1. How do the ACRL Standards' outcomes work towards fulfilling your course learning outcomes and any general education learning outcomes in your syllabus?  It is recommended that the ACRL Standards' outcomes are mapped to course SLOs and program learning outcomes.

2. Are the outcomes transferable, worth learning, applicable and of appropriate scope?

3. What do the students need to learn in order to demonstrate knowledge of these learning outcomes? Determine how to measure these in the assessment section.


The ACRL Standards in a Nutshell & Corresponding Learning Objectives:

ACRL Standard

Learning Objectives

1

Determine the nature/extent of information needed.

a.  Find background information in general reference sources

b.  Identify scholarly vs. popular resources

2

Access information effectively and efficiently

a.  Identify keywords, synonyms, and related terms.

b.  Construct and implement a search strategy

c.  Record all pertinent citation information

3

Critically evaluate information and its sources

a.  Evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias for information and its sources

b.  Select information that provides evidence for the topic

c.  Investigate differing viewpoints in the literature.

4

Use information effectively to accomplish a purpose.

a.  Articulate knowledge and skills from prior experiences to plan and create a product.

b.  Integrate new and prior information

c.  Communicate clearly to fulfill the purpose of the assignments.

5

Access and use information ethically.

a.  Understand what constitutes plagiarism.

b.  Use appropriate documentation style.

This process is excerpted from “Instruction & Program Design Through Assessment” by Anne Zald and Debra Gilchrist.

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