Information Literacy Instruction

Information Literacy is “the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” - ACRL Framework for Information Literacy



Information Literacy Curriculum Banner

Taught through:

Taught through:

Taught through:

  • Assignment design collaboration with your liaison librarian
  • Library instruction in research methods courses

Orientation

General Education

In the Major

  • Identify where the library is located on campus
  • Describe the study spaces within the library
  • Navigate the library’s website
  • Find and use the technologies available including Printing, ATI equipment, and those through the Technology Checkout Program.
  • Identify the library services associated with their student ID card.
  • Articulate ways to receive research assistance
  • Access course materials through course reserves
  • Access library resources off campus and via wifi
  • Describe how the library provides resources necessary for academic success at CSUDH
  • Formulate a research question of an appropriate scope for an assignment
  • Describe research as an iterative, nonlinear, and interrogative process.
  • Describe different types of authority, such as subject expertise, experience, societal position, etc.
  • Identify authoritative information sources based on a specific information need
  • Articulate the capabilities and constraints of various processes of information creation
  • Acknowledge that they themselves may be seen as an authority in particular contexts
  • Demonstrate that skepticism of traditional/standard authoritative sources as a healthy part of the scholarly ecosystem
  • Design searches strategically using different types of searching language effectively
  • Give credit to the original ideas of others through attribution and/or formal citation conventions
  • Manage personal and academic information online with an understanding of the commodification of that information
  • Distinguish between format and method of access, understanding that these are separate entities
  • Select a source that best meets an information need based on audience, context, and purpose
  • Identify the contribution that particular information sources make within an ongoing conversation
  • Formulate a research question that addresses a perceived gap in disciplinary knowledge
  • Seek a variety of perspectives in order to shape their own knowledge base
  • Demonstrate persistence, adaptability, and reflection as components of inquiry
  • Identify how information systems are organized in order to access relevant information
  • Discuss that intellectual property is a legal concept that is socially constructed according to different professions and communities
  • Describe the way that systems privilege some perspectives and present barriers to others
  • Describe the creation and dissemination process of information in a discipline
  • Identify scholarly publication practices and their related implications for access to scholarly information
  • Contribute to the scholarly conversation as creator or critic
  • Track a scholarly conversation within a discipline

Resources for understanding and integrating information literacy into the curriculum.

University Library IL Program Student Learning Outcomes by Topic

These information literacy outcomes were created by the CSUDH Librarians, inspired by theAssociation of College & Research Libraries' Framework for Information Literacy. CSUDH Librarians design their instructional services with these information literacy outcomes in mind.

Authority is Constructed and Contextual
By the time undergraduate students graduate, they will be able to:

  • Describe different types of authority, such as subject expertise, experience, societal position, etc.
  • Demonstrate skepticism of traditional/standard authoritative sources as a healthy part of the scholarly ecosystem
  • Acknowledge that they themselves may be seen as an authority in particular contexts
  • Identify authoritative information sources based on a specific information need

Information Creation as a Process
By the time undergraduate students graduate, they will be able to:

  • Distinguish between format and method of access, understanding that these are separate entities
  • Articulate the capabilities and constraints of various processes of information creation
  • Select a source that best meets an information need based on the audience, context, and purpose of various formats
  • Describe the creation and dissemination process of information in a discipline

Information Has Value
By the time undergraduate students graduate, they will be able to:

  • Identify scholarly publication practices and their related implications for access to scholarly information
  • Identify that intellectual property is a legal concept that is socially constructed according to different professions or other communities
  • Give credit to the original ideas of others through attribution and/or formal citation conventions
  • Manage personal and academic information online with an understanding of the commodification of that information
  • Describe the way that systems privilege some perspectives and present barriers to others

Research As Inquiry
By the time undergraduate students graduate, they will be able to:

  • Formulate a research question of an appropriate scope that addresses a perceived gap in disciplinary knowledge
  • Select research methodology(ies) based on need, circumstance, and type of inquiry
  • Seek a variety of perspectives in order to shape their own knowledge base
  • Demonstrate persistence, adaptability, and reflection as components of inquiry
  • Reflect on the evolution of initial research inquiry
  • Describe research as an iterative, nonlinear, and interrogative process.

Scholarship As Conversation
By the time undergraduate students graduate, they will be able to:

  • Contribute to the scholarly conversation as creator or critic
  • Identify the contribution that particular information sources make within an ongoing conversation
  • Track a scholarly conversation within a discipline

Searching As Strategic Exploration
By the time undergraduate students graduate, they will be able to:

  • Design searches strategically using different types of searching language effectively
  • Identify how information systems are organized in order to access relevant information
  • Articulate that information has a structure