|
These are the desired
outcomes for the Western Libraries' instruction program. The instruction
program is evolving so this list may also be expected to change in years
to come. This document was created in Fall. 1999. Last update: Fall
2006. | ||
|
GOALS |
LOWER DIVISION
STUDENTS |
UPPER DIV./ GRAD
STUDENTS |
|
|
should be able
to: |
should be able
to: |
|
|
|
|
|
The Social Aspect of
Information |
|
|
|
|
|
|
|
A. Understand the
role, power, |
1. Explain the
different uses of information |
1. through
4. |
|
and value of
information in |
(occupational,
intellectual, recreational, |
|
|
our
society |
etc.) |
5. Explain the
difference between |
|
|
|
information and
knowledge |
|
|
2. Describe how
scholars use information |
|
|
|
and keep
informed |
|
|
|
|
|
|
|
3. Describe how
practicing professionals |
|
|
|
use information and
keep informed |
|
|
|
|
|
|
|
4. Describe the uses
of information |
|
|
|
along with the
possibilities and |
|
|
|
consequences of
misuse |
|
|
|
|
|
|
|
|
|
|
B. Explain public
policy issues |
1. Demonstrate
knowledge of the ethics |
1. and
2 |
|
relating to the
access and |
of information use by
defining plagiarism |
|
|
use of
information |
and by explaining how
and when to give |
|
|
|
credit for
information and ideas from |
|
|
|
others by
appropriately citing sources |
|
|
|
|
|
|
|
2. Demonstrate
knowledge of the concept |
3. Explain the legal,
ethical, and |
|
|
of Intellectual
Property (including copyright) |
political issues
surrounding information |
|
|
|
technology, such as
privacy, |
|
|
|
access to government
information, |
|
|
|
information overload,
equal access to |
|
|
|
information, and the
responsibility to |
|
|
|
properly credit
sources |
|
|
|
|
|
|
|
4. Explain concepts
and issues related to |
|
|
|
censorship,
intellectual freedom, intellectual |
|
|
|
Property (including
copyright) and respect for different points |
|
|
|
of
view |
|
|
|
|
|
|
|
|
|
The Organization of
Information |
|
|
|
|
|
|
|
C. Explain different
information |
1. Describe different
information environments |
1. through
4. |
|
environments |
|
|
|
|
2. Describe the
processes by which scholarly and |
|
|
|
popular information
is produced, |
5. Describe the
commodity nature of |
|
|
organized and
disseminated |
information: who
generates, controls, |
|
|
|
disseminates, and
uses it |
|
|
3. Describe and
distinguish between |
|
|
|
scholarly , trade,
and popular publications |
6. Explain the
concept of discourse |
|
|
|
community and that
discourse |
|
|
4. Describe and
distinguish between |
communities
independently |
|
|
primary and secondary
sources |
develop specialized
|
|
|
|
vocabularies |
|
|
|
|
|
|
|
7. Identify the
stages of the scholarly |
|
|
|
publication
cycle |
|
|
|
|
|
|
|
8. Demonstrate
familiarity with unique and |
|
|
|
shared concepts of
research strategies |
|
|
|
across
disciplines |
|
|
|
|
|
D. Explain how
information is |
1. Explain the major
classification systems |
1. through
6. |
|
organized in a
library |
libraries use to
organize and classify |
|
|
|
materials |
7. Explain how the
Internet differs from |
|
|
|
systems used to
organize libraries |
|
|
2. Explain the use
and identify the parts of |
|
|
|
library catalog
records |
8. Explain the use of
citation indexes, the |
|
|
|
ways in which they
differ from other |
|
|
3. Identify
appropriate reference sources |
indexes, and the
fields in which they are |
|
|
(encyclopedias,
directories, indexes, |
most
relevant |
|
|
abstracts, etc.) and
explain their utility |
|
|
|
|
|
|
|
4. Define types of
databases and their |
|
|
|
organization (files,
records, etc.) |
|
|
|
|
|
|
|
5. Define and
distinguish between key |
|
|
|
words, subject
headings, and |
|
|
|
descriptors |
|
|
|
|
|
|
|
6. Describe the
difference |
|
|
|
between controlled
vocabulary |
|
|
|
and free text
searching |
|
|
|
|
|
|
|
|
|
|
E. Recognize the
availability of |
1. Identify physical
and virtual service points |
1. through
2. |
|
assistance in
locating |
in Western's
libraries |
|
|
resources |
|
|
|
|
2. Find Western
Library's locally produced |
|
|
|
research
tools |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
The Research
Process |
|
|
|
|
|
|
|
F. Identify and
articulate |
1. Identify a
specific information need |
1. through
3. |
|
information
needs |
|
|
|
|
2. Articulate the
information need as |
|
|
|
a researchable
question |
|
|
|
|
|
|
|
3. Determine
information requirements, |
|
|
|
often through a
series of sub-questions |
|
|
|
|
|
|
|
|
|
|
G. Identify a variety
of |
1. Use reference
tools to extract key words or |
1. and
2. |
|
information
resources |
controlled
vocabulary, such as subject headings and descriptors, appropriate to the
research topic |
|
|
|
|
3. Explain how people
and organizations |
|
|
|
can be used as
information resources |
|
|
2. Identify and use
appropriate search |
|
|
|
language which
describes broader, |
4. Explain how search
terms may vary with |
|
|
narrower and related
terms |
time and context, for
example, culture and discipline |
|
|
|
|
|
|
|
|
|
H. Develop effective
search |
1. Describe a variety
of search techniques such as |
1. through 4.
|
|
strategies |
using indexes,
advanced search, etc. |
|
|
|
|
|
|
|
2. Select categories
of information resources |
5. Demonstrate a
variety of search |
|
|
appropriate to a
specific information need |
techniques |