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Consult LLCC Library: Information Literacy OUTCOMES

This guide provides notes/outlines for a guided research session on LLCC Professional Development Day Fall 2016

Determine the OUTCOME / goal for your lesson

Outcomes can be driven by many different variables including course and curriculum outcomes, the type of content, general education outcomes, or as practical steps toward broader course goals and outcomes. 

Information Literacy/fluency outcomes are part of LLCC General Education Outcomes. See blow for the standards as currently defined by LLCC Assessment. The library activities and assignments you create can be coordinated with and reported as part of the college's assessment initiatives. 

Information Literacy Frameworks

The Association of College and Research Libraries (ACRL) a branch of the American Library Association, has traditionally defined national standards for Information Literacy. LLCC Information Fluency/Literacy general education standards were developed based on this larger model. 

Recent shifts in the ACRL and ALA have led to an updated way of thinking about information instruction and learning standards. This led to a newly developed model called the ACRL Framework for Information Literacy. You can read more about it here. 

In a nutshell, this Framework emphasizes the interrelated nature of learning - in which both learning processes and the content learned are viewed as dynamic and flexible arenas through which students move in varied patterns as they make their way toward competency. These frameworks present Information Literacy concepts as an integral part of overall higher education outcomes and stress the threshold model of learning. In this model, students learn by engaging essential core concepts and questions that move them toward a more comprehensive and applicable understanding of the material. 

Ultimately our goal is to move students through to the other side of the understanding tunnel, where they will be able to readily apply and utilize their Information Literacy skills in a broad range of contexts. However, lessons within this large overall goal, are likely to take on smaller learning chunks -- and involve engaging students in the various activities within the learning "tunnel". Eventually, these engaging and applicable activities will help the student move through the learning tunnel and cross the threshold into greater understanding. 

Information Literacy Outcome : Broad Concept

Provide students with engaging Information Literacy assignments, activities and experiences that will facilitate their development from naive information consumers/users toward critical and discerning information processors and ultimately into the role of responsible information creators and collaborators. 

The Information Dating Gamer Metaphor

  • instructors throw the party
  • librarians provide information match-making
  • students connect {hook up} with new information = learning experiences

Indoctrination into the trail of breadcrumbs
Follow leads to compile quality ingredients
Create a meals to nourish understanding
Develop a rich culture and lifestyle 
Bask in the wisdom of the fruits of Academia & Academic Research

Six Common Conceptual Frameworks (provided as models/examples by ACRL):

General Education Rubrics - Information Fluency/Literacy

Information Fluency


Students will be able to identify, locate, evaluate, and effectively use information from various print and electronic sources. An information fluent student understands the economic, legal, and social issues surrounding the use of information, and can access and use information ethically.



Meets Standards

Below Standards

I. Pursues research that involves information seeking, information processing and information integration.

Seeks out information beyond materials specifically provided by instructor.

Uses only course materials specifically provided by instructor to complete assignments and contribute to learning. Does not engage in research or inquiry with outside sources.

II. Employs research strategies in broad information contexts and via a customized and iterative process.

Uses strategic searching to find information; searches in and uses specialized, scholarly/academic (library) resources; and progresses toward use of increasingly relevant/useful sources.

Utilizes only convenient and well known sources of information easily available outside the scholarly setting; no evidence of a progressive improvement in consideration and discovery of sources.

III. Develops criteria and evaluates sources as they apply to specific information needs/uses/audiences.


Develops criteria for quality resources based on the information need; evaluates a variety of information sources to select the best fit; eliminates inappropriate and inaccurate/low quality sources; and seeks multiple convergent sources of information.


Labels all sources of information as equally relevant and credible and selects among them indiscriminately and repetitively, basing information selection solely on personal preference or convenience. Little or no convergence between diverse information sources.

IV. Appraises the social, political and economic factors that impact information quality and value and regulate information creation and use.

Identifies and evaluates sources of information bias in the discipline, economic and socio-political factors that impact information creation, and factors related to information format and availability.


Assumes the credibility and quality of all sources with no consideration of external sources of information bias such as commercial or political influences. Sees all information as equally valuable/credible regardless of information needs.

V. Applies ethical and legal standards when using information in order to participate fully in the scholarly conversation and creation of new knowledge/information.

Complies with accepted legal and ethical scholarly standards and regulations for information use (such as copyright and scholarly research protocols). Obtains, uses, and cites resources in accordance with fair use law and best practices.

Uses information without acknowledging or complying with ethical and legal standards (e.g. plagiarism, failure to cite sources).


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