Information Literacy Goals

Goals and Competencies Toward Implementing Campus-Wide Information Literacy Program

Program Goals:

Faculty and librarians will collaborate on planning, structuring and implementing an information literacy program based on the following criteria:

- Cross-disciplinary
- Accommodates program, department, and institutional levels
- Incorporates use of appropriate technologies
- Addresses competencies in print and non-print resources
- Recognizes library research skills as an integral component of student course work.

Faculty and librarians will collaborate on the formulation of appropriate assessment tools based on the following criteria:

- Pre- and post-test assessments
- Ongoing process toward improving student learning
- Assessments will be conducted at the classroom and program level

Competency Goals:

Students will be able to access information in a variety of formats according to the following guidelines:

- Life-long, self-directed learning
- Knowledge of effective database and other online resources computer search techniques

Students will be able to analyze information they have retrieved based on knowledge of the following guidelines:

- Keywords and related terms for search strategy
- Keywords vs. controlled vocabulary
- Primary & secondary resources
- Scholarly and popular resources
- Database searching and selection of appropriate databases for specific subject content areas
- Thesis statement preparation
- Plan sequence in which information is located
- List and analyze components of a topic outlining relationships among these issues
- Appropriate documentation style and consistency in citing sources

Students will be able to evaluate information they have retrieved based on the following guidelines:

- Critical thinking skills
- Quality of information retrieved using criteria such as authorship, point of view/bias, date written, and citations
- Awareness of social, economic and ethical issues of informa

For assistance, please contact: Kenneth Venet at kvenet@mail.barry.edu

Revised 02/06