Information Literacy LEAP 2.0

Progress Report - May 2013 Martha Stephenson (leader), Maija Birenbaum, Joshua Mabie, Emily Paulson,

Renee Pfeifer-Luckett, Diana Shull One of the LEAP Essential Learning Outcomes under “Intellectual and Practical Skills” is information literacy. Information literacy is a “set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” not only in the classroom, but in all aspects of their lives.1 This LEAP team will draft a plan for providing online information literacy instruction modules, with a special emphasis on the needs of English 102 students, to supplement face-to-face instruction. The GOALS of the Information Literacy LEAP 2.0 Team are to: 1. Improve the research and writing skill levels of UW-Whitewater students 2. Create lasting, point-of-need, interactive, appealing, and evidenced-based online

instructional tutorials. Impact of GOALS: Students:

• Build foundational skills for efficient research across the curriculum • Build critical thinking and analytical skills • Reduce the amount of wasted time and frustration they experience during research,

thus creating time for them to engage more fully with higher-order critical and creative thinking, analysis, & synthesis

Faculty: • Free up time in the classroom for high impact practices by shifting instruction in

basic information literacy skills online • Open up possibilities for more creative and complex assignments as student

mastery of basic skills improves Librarians:

• Free up time in library sessions for high impact practices by shifting instruction in basic information skills online

• Make more of the library more accessible to a greater number of people

1 Association of College & Research Libraries, “Information Literacy Competency Standards for Higher Education,” available at http://www.ala.org/acrl/standards/informationliteracycompetency.

Spring 2013 Action Plan – Progress Report Goals and Accomplishments (February through May 2013):

1. Seek input and feedback from stakeholders. RESULT: Stephenson and Shull achieved buy-in from Reference and Instruction Librarians and continually received quality input and feedback from them. Birenbaum and Mabie presented action plan at Languages and Literatures department meeting and requested feedback. Buy-in also achieved from Birenbaum and Mabie’s discussions with English 102 students where quality input and feedback were received, from Stephenson and Shull’s worthwhile discussions with library student employees, and from Paulson’s valuable conversations with students she was tutoring.

2. Develop introductory and additional library tour modules. RESULT: Finalized list of modules. Introductory module drafted, designed, and will be finalized at the conclusion of module development to ensure appropriate content. Module 2 drafted, designed, and finalized. Pfeifer-Luckett, Shull, and Stephenson recruited students to produce library tour (module 2) video and began production.

3. Create list of modules and learning outcomes.

RESULT: Matrix relating modules and learning outcomes was completed. (See Appendix E.)

4. Determine and adapt appropriate information literacy rubric for assessment. RESULT: Evaluated and adopted information literacy rubric for assessment. (See Appendix A.)

5. Explore software and media possibilities for module production. RESULT: Chose production tools most likely to obtain desired look and feel for modules at lowest cost.

6. Other Accomplishments RESULTS: Established mutual meeting time

Summer 2013 through Spring 2014 Action Plan Goals: Write IRB for research and potential publication. Draft, design, and finish tutorial modules. Seek regular input and feedback from stakeholders. Market tutorial modules to English 102 faculty. Promote tutorial modules via the library website. Collect and analyze assessment data. Present results from project in public forum (Assessment Day, conference, publication, etc.).

Timeline & Actions: Summer 2013 Further develop and refine D2L course for tutorial modules. Develop module pathway (consistent look and feel of modules). Continue work on individual tutorial modules.

• Draft all modules. • Begin to write scripts. • Begin to create assessments. • Develop module content (film video/create screencasts/create games/take still

images). Seek regular input and feedback from stakeholders. Fall 2013 Finalize D2L course and individual modules. Design, refine, and test all modules. Finalize assessment plans. Create pre-test/post-test. Continue ongoing marketing and promotion. Seek regular input and feedback from stakeholders. Spring 2014 Encourage English 102 faculty to introduce information literacy concepts in classes and to have students use modules prior to in-person library instruction. Begin data collection. Pre-test/post-test results. Feedback from English 102 classes and faculty. Collect bibliographies from English 102 classes. Analyze data for potential changes to modules and program. Compare Spring 2013 English 102 bibliography assessment data (from the Library’s 2012-

2013 LEAP Project) with assessment of Spring 2014 English 102 bibliographies gathered by Freshman English Committee.

Seek regular input and feedback from stakeholders. Discuss results, revisions, and future with stakeholders. Needs, Challenges, & Barriers Needs:

• Time: meeting, recording, assembling, etc. • Props • Content

Challenges & Barriers:

1. Time (things always take longer than expected) 2. Addressing individual learning styles 3. ADA compliance

4. Using accessible language in tutorials: Assumptions of students’ common knowledge on part of librarians/faculty

5. Limiting module content 6. Efficiently teaching skills while conveying nuances of the information

environment 7. Losing a team member

Appendices Appendix A Information Literacy Progression Rubric created by Library LEAP 2012-2013 team from

the Wisconsin Association of Academic Libraries’ Information Literacy Competencies. Competencies available at http://wla.wisconsinlibraries.org/waal/waal-information-literacy-committee.

Appendix B Information Literacy VALUE Rubric created by the Association of American Colleges &

Universities. Appendix C Direct and indirect impacts. Appendix D Library’s English 102 tutorial introduction (module 1) and tour (module 2) outlines. Appendix E Matrix correlating modules and learning outcomes.

Appendix A Information Literacy Progression Rubric

Criteria Accomplished Competent Developing

1. Identify and articulate needs which require information solutions.

Understands that the information found is determined in part by what is needed and what is available. (WAAL)

Recognizes that information is needed.

Develops a thesis statement and formulates questions based on the information need. (WAAL)

Converts an information need into a researchable question.

Knows how to focus and articulate a basic information need into a question.

2. Identify and select appropriate information sources

Can identify a wide variety of resources. (WAAL) Realizes that there are a wide variety of resources available.

Recognizes that a variety of resources is available through the Library.

Identifies and understands the characteristics of types and formats of information resources. (WAAL)

Recognizes some characteristics of a print journal article and a book.

Selects information resources appropriate for researching an information need. (WAAL)

Often selects information resources appropriate for researching an information need.

Begins to select subject specific information resources over general ones when researching an information need.

Knows to seek research assistance from an authoritative source such as a librarian or faculty member and will do so immediately as necessary.

Knows to seek research assistance from an authoritative source such as a librarian or faculty member but only does so after struggling on their own.

Seeks research assistance from non---authoritative sources such as family and friends.

Distinguishes the proper use of library resources and Internet search engines and chooses appropriately.

Uses some library resources to conduct research but still relies on Internet search engines.

Uses Internet search engines for majority of research, but knows that Library exists.

Displays understanding that library resources are usually more reliable than free web sites.

Understands there is a difference between the reliability of library resources and web sites.

Begins to understand that not all resources are equally reliable.

3. Formulate and efficiently execute search queries appropriate for the information resource

Understands that different information resources and formats require different searching techniques, including browsing. (WAAL)

Knows about online search techniques such as use of Boolean.

Knows little to nothing about different search techniques, including use of Boolean.

Selects search strategies appropriate to the topic and resource. (WAAL)

Sometimes selects search strategies appropriate to the topic and resource.

Begins to select search strategies appropriate to the topic and resource.

Understands that various resources may use different controlled vocabularies to refer to the same topic. (WAAL)

Uses search language appropriate to the source, such as a controlled vocabulary, key words, natural language, author and title searches to locate relevant items in print and electronic resources. (WAAL)

Uses search language appropriate to the source, such as a controlled vocabulary, key words, natural language, author and title searches to locate relevant items in electronic resources.

Identifies keywords, synonyms and related terms for the information needed. (ACRL)

Often identifies keywords and synonyms for the information needed.

Begins to identify keywords for the information needed.

Uses online search techniques and tools (e. g., Boolean operators and symbols, limiters, and truncation) to locate relevant citations and to further refine the search as needed to achieve satisfactory results. (WAAL revised)

Uses correct online search techniques and tools (e. g., Boolean operators and symbols, limiters, and truncation) but achieves less than satisfactory results.

Uses incorrect or no online search techniques and tools (e. g., Boolean operators and symbols, limiters, and truncation).

Seeks assistance as needed or on their own is able to come up with appropriate search terms to achieve desired results.

Sometimes seeks assistance in coming up with appropriate search terms to achieve desired results.

Needs and occasionally seeks assistance coming up with appropriate search terms to achieve desired results.

Comprehends why they don’t get expected results and is able to adjust their searches accordingly.

Comprehends why they don’t get expected results and tries to adjust their searches accordingly.

Does not fully comprehend why they don’t get expected results.

4. Interpret and analyze search results and select relevant sources

Assesses the number and relevance of sources cited to determine whether the search strategy must be refined. (WAAL)

Assesses the number of sources cited to determine whether the search strategy must be refined.

Recognizes the components of a citation and differentiates between types of resources cited, such as a book, periodical, or government document, as well as the format (e. g., electronic or physical). (WAAL)

Recognizes some components of a citation and differentiates between types of resources cited, such as a book, periodical, or government document, as well as the format (e.g., electronic or physical).

Starts to recognize the components of a citation and differentiates between types of resources cited, such as a book, periodical, or government document, as well as the format (e.g., electronic or physical).

Uses the components of a citation (e. g., currency, reputation of author or source, format, or elements of a URL) to choose those most suitable for the information need. (WAAL)

Tries to use some of the components of a citation (e.g., currency, reputation of author or source, format, or elements of a URL) to choose those most suitable for the information need.

Readily perceives gaps in information retrieved and determines whether the search should be refined. (WAAL revised)

Sometimes perceives gaps in information retrieved and determines whether the search should be refined.

Consistently analyzes search results for topic relevancy, and will continue making search refinements until satisfactory results are found. (ACRL revised)

Attempts to analyze search results for relevance to topic, to determine whether search strategy must be refined.

Generally uses the first search results found as sources, regardless of relevance to topic. Does not do further searching & does not understand why refining may be necessary.

5. Locate and retrieve relevant sources in a variety of formats from the global information environment

Understands the organization of materials and uses locally produced location guides.

Understands the basic organization of materials in libraries and uses locally produced location guides.

Knows how to use locally produced location guides to find materials.

Understands how to use classification systems. (WAAL revised)

Understands how to use at least one classification system.

Begins to learn the Library of Congress call number classification system.

Uses location information in bibliographic record to retrieve locally owned resources. (WAAL)

Knows how to use location information in bibliographic records to retrieve locally owned resources.

Knows that different materials are located in various collections in the Library, and that these collections may be organized differently.

Understands that libraries have developed methods for locating and sharing resources not owned locally and can use appropriate resource sharing system, such as interlibrary loan or Universal Borrowing, to retrieve information. (WAAL revised)

Can use appropriate resource sharing system, such as interlibrary loan or Universal Borrowing, to retrieve information.

Uses call number for a relevant item as a starting point to look for books on the same subject.

Begins to learn how to use the call number and location of library materials in bibliographic records to retrieve those materials in the Library.

Uses various search systems to locate and retrieve information in a variety of formats. (ACRL revised)

Expands number of search systems used to locate and retrieve information.

Focuses on one or two search systems (like EbscoHost) to retrieve information. Does not understand that different systems retrieve different formats.

6. Critically evaluate the information retrieved

Uses a variety of criteria, such as authors’ credentials and peer review, to assess the authority of resources. (WAAL)

Understands that there are a variety of criteria, such as authors’ credentials and peer review, to assess the authority of resources.

Recognizes that there are a variety of criteria, such as peer review, to assess the authority of resources.

Assesses the relevancy of a source to an information need by examining publication date, purpose, and intended audience. (WAAL)

Understands that the relevancy of a source to an information need can be determined by examining publication date, purpose, and intended audience.

Recognizes and evaluates documentation for the information source, such as research methodology, bibliography or footnotes. (WAAL)

Recognizes documentation for the information source, such as bibliography or footnotes.

Distinguishes between primary and secondary sources in different disciplines and evaluates their appropriateness to the information need. (WAAL)

Can distinguish between obvious primary and secondary sources in some disciplines, but more subtle distinctions escape them.

Applies evaluation criteria to all information formats, e. g. web sites. (WAAL revised)

Sometimes applies evaluation criteria to information formats.

Rarely applies evaluation criteria beyond a cursory level

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. (ACRL)

Begins to question the accuracy of information found based on source and reasonableness of conclusions.

Rarely questions the accuray of the information found. No matter where found, assumes information Is correct.

7. Organize, synthesize, integrate and apply the information

Uses appropriate documentation style to cite sources used. (WAAL)

Uses a single documentation style per paper or project to cite sources used.

Attempts to use a single documentation style per paper or project to cite sources used.

Summarizes the information retrieved (e. g., can write an abstract or construct an outline). (WAAL revised)

Knows that summarizing the information retrieved can have a purpose (e.g., can write an abstract or construct an outline).

Recognizes and accepts the ambiguity of multiple points of view. (WAAL)

Prefers sources that state exactly what is wanted, without having to draw conclusions from various sources.

Draws conclusions based upon information gathered. (ACRL)

Realizes that drawing a conclusion from a multitude of sources is often necessary.

Organizes the information in a logical and useful manner. (WAAL)

Organizes the information. Synthesizes the ideas and concepts from the information sources collected into existing body of knowledge. (WAAL)

Adds the ideas and concepts from the information sources collected to the project.

Determines the extent to which the information found can be applied to the information need. (WAAL)

Increasingly determines the extent to which the information found can be applied to the information need.

Begins to determine the extent to which the information found can be applied to the information need.

Creates a logical argument based on information retrieved. (WAAL)

Creates an argument based on information retrieved.

Creates an argument and tries to find sources to validate it.

Displays complete understanding of citations, including their components and the types of material being cited.

Recognizes the components of a citation, but may not always distinguish the difference between types of material being cited.

Begins to learn the components of a citation and begins to learn the difference between a book & article citation, or between online or print sources.

8. Self---assess the information--- seeking processes used

Understands that information---seeking consists of evolving, non---linear processes that include making multiple decisions and choices. (WAAL)

Knows that information---seeking consists of evolving processes that include making multiple decisions and choices.

Describes the criteria used to make decisions and choices at each step of the particular process used. (WAAL)

Assesses effectiveness of each step of the process and refines the search process in order to make it more effective. (WAAL)

Refines the search process in order to make it more effective.

Rarely refines the search process in an attempt to find more results.

Understands that many of the components of an information seeking process are transferable and, therefore, are applicable to a variety of information needs. (WAAL)

Knows that some of the components of an information seeking process are transferable and, therefore, are applicable to a variety of information needs.

Knows that a few of the components of an information seeking process are transferable and, therefore, are applicable to a variety of information needs.

9. Understand the structure of the information environment and the process by which both scholarly and popular information is produced, organized and disseminated

Understands that the information structure (e. g., how information is produced, organized, and disseminated) can vary from discipline to discipline. (WAAL revised)

Knows the information structure (e.g., how information is produced, organized, and disseminated) in a discipline.

Begins to learn general information structure (e.g., how information is produced, organized, and disseminated).

Understands that the value of a particular type of information resource (e. g., book, article, conference proceeding) may vary from discipline to discipline. (WAAL)

Knows the value of a particular type of information resource (e.g., book, article, conference proceeding) in a discipline.

Begins to learn the value of a particular type of information resource (e.g., book, article, conference proceeding) in a discipline.

10.Understand public policy and the ethical issues affecting the access and use of information

Understands the ethics of information use, such as knowing to give credit to others whose ideas are used by appropriately citing sources in order to avoid plagiarism. (WAAL revised)

Is aware of the ethics of information use, such as knowing to give credit to others whose ideas are used by appropriately citing sources in order to avoid plagiarism.

Knows to cite sources in order to avoid plagiarism.

Understands concepts and issues relating to censorship, intellectual freedom, and respect for differing points of view. (WAAL)

Understands concepts and issues relating to respect for differing points of view.

Is aware of the social/ political issues affecting information, such as privacy, privatization and access to government information, electronic access to information, and equal access to information (WAAL revised)

Appendix B

INFORMATION LITERACY VALUE RUBRIC for more information, please contact value@aacu.org

The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.

Definition The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. - Adopted from the National Forum on Information Literacy

Framing Language This rubric is recommended for use evaluating a collection of work, rather than a single work sample in order to fully gauge students’ information skills. Ideally, a collection of work would contain a wide variety of different types of work and might include: research papers, editorials, speeches, grant proposals, marketing or business plans, PowerPoint presentations, posters, literature reviews, position papers, and argument critiques to name a few. In addition, a description of the assignments with the instructions that initiated the student work would be vital in providing the complete context for the work. Although a student’s final work must stand on its own, evidence of a student’s research and information gathering processes, such as a research journal/diary, could provide further demonstration of a student’s information proficiency and for some criteria on this rubric would be required.

INFORMATION LITERACY VALUE RUBRIC for more information, please contact value@aacu.org

Definition The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. - The National Forum on Information Literacy

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone 4

Milestones 3 2

Benchmark 1

Determine the Extent of Information Needed

Effectively defines the scope of the research question or thesis. Effectively determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question.

Defines the scope of the research question or thesis completely. Can determine key concepts. Types of information (sources) selected relate to concepts or answer research question.

Defines the scope of the research question or thesis incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question.

Has difficulty defining the scope of the research question or thesis. Has difficulty determining key concepts. Types of information (sources) selected do not relate to concepts or answer research question.

Access the Needed Information Accesses information using effective, well-designed search strategies and most appropriate information sources.

Accesses information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search.

Accesses information using simple search strategies, retrieves information from limited and similar sources.

Accesses information randomly, retrieves information that lacks relevance and quality.

Evaluate Information and its Sources Critically

Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.

Identifies own and others' assumptions and several relevant contexts when presenting a position.

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.

Use Information Effectively to Accomplish a Specific Purpose

Communicates, organizes and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth

Communicates, organizes and synthesizes information from sources. Intended purpose is achieved.

Communicates and organizes information from sources. The information is not yet synthesized, so the intended purpose is not fully achieved.

Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.

Access and Use Information Ethically and Legally

Students use correctly all of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly three of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly two of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly one of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Appendix C Direct impacts of the Information Literacy Team project:

• Essential learning outcomes. 1. Information literacy.

Indirect impacts of the Information Literacy Team project:

• Provides time and space for HIPs. 1. Common intellectual experiences. 2. Writing intensive courses. 3. Provides baseline knowledge and skills needed for undergraduate research.

• Essential learning outcomes. 1. Ethical reasoning and action. 2. Foundations and skills for lifelong learning. 3. Synthesis and advanced accomplishment across general and specialized studies.

Appendix D – Module 1

Information Literacy Tutorial Andersen Library

UW-Whitewater

there!

Your Research Process

(temporary image)

Is “Did people really speak to the dead at the Pratt Institute?”

a researchable question?

No!

No, a better question would be “How have séances influenced American life and culture from

the nineteen century onwards?”

No!

No! It would be difficult to find scholarly articles

on that topic.

Scanner Workstations

»Abstract liext "text(Q:j

Pufl:hase

Add to euC""'!'.ft1!-

Kim H J lcCahon. C .& 1iller, J (1003 Assessmg ser\"ice qualitym Korean carual-dming

ustaurants using DC\cSERY.Jo:unai ofFooa!er\tce B!Jsmes.r _'(esearcil, 611),61-s-.

This study apphes D "ESER\" (a quality sen·ice tool originally d·eloped by Knutsoo Panon, and Stt \ ens) to Korean caswl-diningrestaurants. The authoiS tprofessors of hospitality management and dietetics, respectin!y) successfully demonstrate that

DC\cSER\.is a'alld mstrumem for measuring senice qualit.v w Korea. Since pre,ious studies using DU.."ESER\" had been based only in the US or the UK, this study has important

implications for an\'one wterested in the intonational dimensions of senice qualirv.

K.Jm H J , McCahon. C .& iiller J (1003 Assessmgsen·ice quality in Korean carual-dming restaurants using DC\"ESERV.JO!In10.i ofFooa!enice Bu!< 12s.r _'(esearcil,6(1),61-s-.

This study apphes DP.\"ESER\.(a quality senice tool originally de"\·eloped by Knutsoo Panon, and Ste\ ens) to Korean caswl-diningrestaurants. The authors 1professors of hospitality management and dietetics. respecti,·dy) su ccessfully demonstrate that DC\"ESER\.is a'alld instrumeru iormeasuring smice qualitv m Korea. Since pre,ious

studies using DIN"ESER\" had been based only in the US or the UK. this srudyhas important implications for an"one mterested in the intonational dimensions of sen'ice qualitv.

Intellectual Property

Plagiarist

Insert pre-assessment here.

CREDITS • Andersen Library, UW-Whitewater • Maija Birenbaum • Josh Mabie • Renee Pfeifer-Luckett • Joan Schrank • Diana Shull • Martha Stephenson • Paul in Willie suit • Amanda-voice over • Videographer • Other person(s) from ICIT

2013

Appendix D –Module 2

Andersen Library

Tour!

1

Start outside of the library (beginning of video would have line drawing of building, like in our video tutorials). The dinosaur is standing in for Willie the Warhawk in some of these photos.

2

3

MenBon the Circ Desk as we walk past it.

4

Willie uses the quick---lookup computer. He’s not sure he’s finding everything he needs, so he goes over to the Reference Desk.

5

Willie receives friendly help from Reference Librarians

6

The Ref Librarian helped Willie with a UB item. Shot of Map of UW System overlaid by Willie flying over map (using green screen in LTC).

7

Willie goes up to get a book from the Main CollecBon. (Wide angle shot of 3rd floor)

8

Willie uses a computer to access resources suggested by the Reference librarian.

9

There are many places for Willie to print things.

10

Bathroom break!

11

Willie goes to the group study rooms to find his friends. They study.

12

Willie checks out books (on rival mascots, for some background research on how to defeat them) and an iPad.

13

Willie goes to the café, gets coffee, and sits and uses the iPad and reads his books.

14

15

The End

Appendix E - LEAP 2.0 Tutorial Modules and Associated Learning Outcomes

UW-W Information Literacy Questions Addressing WAAL Information Literacy Competencies 1

- Int

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2 - A

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6 - S

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7 - A

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8 - P

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9 - P

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2. Do you know what type of information would answer a research question and what sources may contain that information? ✔ ✔ ✔ ✔ ✔

3. Can you break down a research question into searchable concepts and efficiently use a resource’s search features to improve your search results? ✔ ✔ ✔ ✔ ✔ ✔

4. Can you understand and evaluate search results, and then select relevant, credible sources from them? ✔ ✔ ✔ ✔ ✔ ✔ 5. Do you know how to find and retrieve information that is available online or through your library as well as information that is not immediately available?

✔ ✔ ✔ ✔

8. Do you know when your research techniques are efficient and productive, and do you know when and where to ask for help? ✔ ✔ ✔ Provisional ✔

II. B

uild

ing

Criti

cal T

hink

ing

and

Anal

ytic

al

Skill

s

6. Can you critically evaluate information retrieved from your research? ✔ ✔ ✔ ✔ ✔

7. Can you organize, combine, and apply information to address your researchable question? ✔ ✔ ✔ ✔

III. D

isco

verin

g un

fam

iliar

and

di

vers

e id

eas,

cu

lture

s and

co

mm

uniti

es 9. Do you understand how scholarly and popular information is produced,

and that it is organized and distributed differently in various subject areas? ✔ ✔ ✔ ✔

10. Do you respect copyright, know when and how to cite sources, and understand the social and political issues affecting information? ✔ ✔ ✔ ✔ ✔