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Checklist for Information Literacy LRC@TCC

This document is available in Word format
and is derived from the ACRL standards.

Competency standards: 1, 2, 3, 4, 5.
Performance outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34.
top twelveTop Twelve Outcomes

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

Performance Indicator 1: The information literate student defines and articulates the need for information. Outcomes include:

top twelve1. Explores general information sources to increase familiarity with the topic.

a. Uses a subject encyclopedia (online or print) to find background information about the topic.
b. Search the library catalog using the topic and key word encyclopedia.
c. Uses electronic resources found on our library Reference web page.

2. Defines or modifies the information need to achieve a manageable focus.

a. Writes a statement expressing a need or asking a question to be answered.

top twelve3. Identifies key concepts and terms that describe the information need.

a. Writes 2-3 concepts and 3-5 key words related to their topic.
b. Writes 2-3 words that broadens or narrows the topic.

Performance Indicator 2: The information literate student identifies a variety of types and formats of potential sources for information. Outcomes include:

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

a. Identifies 3 ways information is created.
b. Identifies 3 formats of information
c. Identifies 3 ways information is disseminated.

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

a. Identifies 3 major disciplines.
b. Uses “tricks of the trade” for the discipline such as terminology, publication type, geography, timeliness.

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

a. Identifies 1 positive and 1 negative aspect of 3 formats of information.

top twelve7. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical).

a. Identifies intended audience for 2 potential resources.

8. Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline.

a. Identifies which of 3 items is a primary source.
b. Identifies 2 reasons primary sources are important.

Performance Indicator 3: The information literate student considers the costs and benefits of acquiring the needed information. Outcomes include:

top twelve9. Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound).

a. Explains the difference between intercampus and interlibrary loan.
b. Explains or obtains a VTC Consortium card.
c. Cites one source useful for locating images.

10. Defines a realistic overall plan and timeline to acquire the needed information.

a. Can rank, based on time factor, the ways to obtain information.

Performance Indicator 4: The information literate student reevaluates the nature and extent of the information need. Outcomes include:

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

a. Demonstrates ability to identify main ideas from general information.
b. Demonstrates ability to broaden or narrow search.

12. Describes criteria used to make information decisions and choices.

a. Lists 3 criteria affecting selection of resources.


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

Performance Indicator 1: The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. Outcomes include:

top twelve13. Investigates the scope, content, and organization of information retrieval systems.

a. Compare and contrast the content of a library catalog, electronic database, and the Internet.
b. Demonstrates knowledge of key word vs. controlled subject searching.

top twelve14. Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system.

a. Identifies features of a basic search and an advanced search (unlimited vs. limited searching)
b. Understands use of Boolean operators, truncation, etc. to limit or expand search results.

Performance Indicator 2: The information literate student constructs and implements effectively-designed search strategies. Outcomes include:

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

a. Identifies steps for doing research.

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

a. Prepares a list of key words appropriate for the topic.

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

a. Uses the Library of Congress Subject Headings to identify search terms.
b. Uses a thesaurus to identify alternative search terms.

top twelve18. Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books).

a. Creates a diagram of search terms using Boolean and truncation.
b. Identifies possible data fields to search.

19. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters.

a. Executes search in the library catalog and 2 other sources.

20. Implements the search using investigative protocols appropriate to the discipline.

a. Executes search in resource appropriate to their discipline.

Performance Indicator 3: The information literate student retrieves information online or in person using a variety of methods. Outcomes include:

21. Uses various search systems to retrieve information in a variety of formats.

a. Demonstrates ability to locate non-book materials in the library catalog
b. Demonstrates ability to locate non-print materials in an electronic resource.

top twelve22. Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration.

a. Demonstrates ability to read LC shelves and read Dewey shelves.
b. Uses WorldCat to locate a record for a book at an academic library and a public library.

23. 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).

a. Uses TCC site search to locate information on the TCC Writing Center.
b. Uses LRCLive at least once.

Performance Indicator 4: The information literate student refines the search strategy if necessary. Outcomes include:

top twelve24. Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized.

a. Identifies search terms that broaden the search and search terms that narrow the search.

Performance Indicator 5: The information literate student extracts, records, and manages the information and its sources. Outcomes include:

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

a. Demonstrates ability to read a variety of citations and identify component parts.


Competency 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.

Performance Indicator 2: The information literate student articulates and applies initial criteria for evaluating both the information and its sources. Outcomes include:

top twelve26. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias.

a. Completes worksheet on evaluating sources.

27. Recognizes prejudice, deception, or manipulation.

a. Critical review of 2 information sources demonstrative of prejudice, deception, or manipulation.

28. Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information.

a. Identifying factors (social, economic, historic) influencing the creation of an of an information source.

Performance Indicator 4: The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. Outcomes include:

29. Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions.

a. Locates two articles on a single topic. One article less than 1 year old and one article greater than 10 years old. Identifies one point that has changed over time.

30. Selects information that provides evidence for the topic.

a. Locates one scientific research article.
b. Locates statistical information relevant to the topic.

Performance Indicator 7: The information literate student determines whether the initial query should be revised. Outcomes include:

31. Reviews search strategy and incorporates additional concepts as necessary.

a. Demonstrates ability to select a topic that will probably be found in several resources.
b. Demonstrates ability to select a topic that will probably be found in very specialized resources.

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

a. Demonstrates ability to use more than one resource in the discipline.


Competency Standard 4: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

Objectives were not written for Standard 5 because its Performance Indicators and Outcomes are best addressed by the course instructor, rather than by librarians.


Competency Standard 5: The information literate student understands many of the economic, legal and social issues surrounding the use of information and accesses and uses information ethically and legally.

Performance Indicator 1: The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology. Outcomes include:

top twelve33. Identifies and discusses issues related to free vs. fee-based access to information.

a. Demonstrates familiarity with free government documents.
b. Ability to list 2 reasons why some information must be purchased.
c. Demonstrates critical thinking when using Internet web sites.
d. Ability to convey purpose of VIVA and to name 2 VIVA libraries.
e. Demonstrates ability to recognize plagiarism.
f. Ability to explain “fair use”.
g. Identifies one way the library staff protects patron privacy and intellectual freedom.

Performance Indicator 3: The information literate student acknowledges the use of information sources in communicating the product or performance. Outcomes include:

top twelve34. Selects an appropriate documentation style and uses it consistently to cite sources.

a. Uses Writing Assignments subject guide to identify 3 popular documentation styles.
b. Uses Writing Assignments subject guide to link to Dartmouth Writing Center and locate web site relating to writing in their discipline.