ACRL'S FRAMEWORKS

Construct a properly formatted and cited reference page, including all materials used in a paper/project.

Concept/s: Information has value.

Produce a paper/project that uses different types of resources (general reference materials, monographs, journal articles, data from statistics, interviews, websites, etc.).

Concept/s: Information creation as a process, research as inquiry, and searching as strategic exploration.

Explain in step-by-step detail the strategy used to find all/some of the resources used in paper/project.

Concept/s: Research as inquiry and searching as strategic exploration.

Construct paper or project using resources with known bias (theological leaning). Use one, or several, perspective/s. For each resource briefly detail the bias.

Concept/s: Authority is constructed and contextual and scholarship as conversation.

Construct a paper or project, but limit resources to a specific period of time (historical or contemporary).

Concept/s: Scholarship as conversation.

Construct a paper or project in which all of the resources come from one author. The focus is on multiple works written by one author to hear an author's voice/perspective.

Concept/s: Scholarship as conversation.

[This is an incomplete assignment at this point. It is a good starting point but is incomplete from my standpoint.]

Concept/s: Information creation as a process and scholarship as a conversation.

Secondary sources are commentaries on a primary source. Tertiary works are reflections/commentaries on primary and secondary sources. Student work is typically tertiary. Their work becomes a commentary on the state of research. Their work is a contribution to the field (some of it better than others). The student writes an appendix in which they reflect upon what they have done and how they are contributing to the world of academics. They are a successor to the scholars that they read; they are standing on the shoulders of giants.

Information Literacy Learning Outcome (ILLO) Wording for Course Outline - 300/400 level

Student will demonstrate that information creation is a process and that scholarship is a conversation by critically reflecting on the research and writing process.

Instructions

300/400 level

Student will demonstrate that information creation is a process and that scholarship is a conversation by critically reflecting on the research and writing process. Write an appendix in which you reflect on how others researched your topic, how you researched your topic, and how you used their work to create your own. Reflect also on how your work is a contribution to the field as it relates to the current state of understanding. 

Evaluate the medium/format of resources in regards to the trade-off of one medium/format over another. Attention is paid to currency, accuracy, and authority.

Concept/s: Information creation as a process.

The evaluation form is a generic Word document. The header is blank, but you may insert your department or college logo to "brand" the form. Use this or one created by your librarians for the above assignment.

Evaluate the currency of a resource; not just think about the resource, but the theories espoused and the date of their resources. Is the source appropriate for academic use?

Concept/s: Authority is constructed and contextual, the temporal context.

Evaluate the relevancy of the resource. Is the resource on topic? It is easiest to find good information, data, from a relevant resource than finding good information from an irrelevant resource.

Concept/s: Authority is constructed and contextual, the context of the discipline.

Evaluate the authority of all/some of the resource creators. What makes that person an authority; academic study, work experience, or special life experience?

Concept/s: Authority is constructed and contextual.

Evaluate the accuracy of a resource. Is the resource "peer reviewed" or edited in some way? Are there errors in grammar or spelling? Is information resourced? Are citations available?

Concept/s: Authority is constructed and contextual.

Evaluate the purpose or persuasion of the resource (stated or implied). Critically evaluate any obvious, stated, or hidden agenda/purpose behind the production of the resource, be that, entertainment, political, religious/theological agenda, or commercial venture.

Concept/s: Authority is constructed and contextual.