Minutes of November 7, 2003 Meeting

Bobbie Tipton (chair), Jeris Cassel, Leslie Murtha, Triveni Kuchi, Eileen Stec (recorder), Theo Haynes (virtually), Rebecca Gardner and Donna Wertheimer (virtually).

We will relate these skills to parts of the Competencies. We got through competencies 1-3.

Selected ACRL standards most applicable to the first two undergraduate years and addressable by library instruction Observed IL weaknesses of first- and second-year students

Standard 1. The information literate student determines the nature and extent of the information needed.

1.1. The information literate student defines and articulates the need for information.


1.1e. Identifies key concepts and terms that describe the information need

1.2. The information literate student identifies a variety of types and formats of potential sources for information.


1.2.a Knows how information is formally and informally produced, organized and disseminated

1.2.b. Recognizes that knowledge can be organized into disciplines that influence the way information is accessed.

1.2.c Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book)

Students fail to recognize that "Ebscohost" is an aggregator of journal articles, not Web pages, in the way their professors identify Web pages.

Students don't understand the scope of different academic disciplines. i.e., do they know what topics "Sociology" covers?

1.4. The information literate student reevaluates the nature and extent of the information need.


1.4.a. Reviews the initial information need to clarify, revise, or refine the question.

Students don't realize that they will search literature several times and refine their topics as part of a process.

Standard 2. The information literate student accesses needed information effectively and efficiently.

2.1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.


2.1.a. Identifies appropriate investigative methods (e.g. laboratory experiment, simulation, fieldwork)

We interpret this to mean that students fail to recognize (as in 1.4.a.) which academic disciplines would be writing about their research topics.

2.2 The information literate student constructs and implements effectively-designed search strategies.


2.2.a. Develops a research plan appropriate to the investigative method.

2.2.b. Identifies keywords, synonyms and related terms for the information needed.

2.2.c. Selects controlled vocabulary specific to the discipline or information retrieval source.

2.2.d. Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncations, and proximity for search engines; internal organizers such as indexes for books.)

Students have difficulty recognizing where to begin.

Students don't develop sufficient synonyms for keywords, broader or narrower terms or recognize that different indexes use different terminology.

Students tend to "google" their way through searches, avoided use of controlled vocabulary.

Students do not realize that they don't understand Boolean use of AND/OR, that there are advanced methods for searching Google, or that journal articles citations are gathered together in indexes.

2.3. The information literate student retrieves information online or in person using a variety of methods.


2.3.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.)

Students must learn library policies to obtain materials outside the library.

2.4. The information literate student refines the search strategy if necessary.


2.4.a. Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized.

2.4.b. Identifies gaps in the information retrieved and determines if the search strategy should be revised.

2.4.c. Repeats the search using the revised strategy as necessary.


2.5. The information literate student extracts, records, and manages the information and its sources.


2.5.c. Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources.

2.5.d. Records all pertinent citation information for future reference.

Students cannot read citations with sufficient accuracy to recognize a citation for a book chapter, or the title of a journal.

Students "cut and paste" material online without recording the source. They fail to print out full index citations lists, and lack information to produce references.

Standard 3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

3.2. The information literate student articulates and applies initial criteria for evaluation both the information and its sources.

3.2.7. The information literate student determines whether the initial query should be revised.


3.7.a. Determines if original information need has been satisfied or if additional information is needed.

3.7.b. Reviews search strategy and incorporates additional concepts as necessary

3.7.c. Reviews information retrieval sources used and expands to include others as needed.

We must perceive information creation and retrieval as the students do, not as we as (librarians) learned to conceptualize it.

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