Library

Recent qualitative, performance-based library assessment efforts* indicates that students:

• have difficulty formulating a research question
• do not make effective and efficient use of their time
• are not aware of the wide variety of information choices and formats available to them
• do not systematically and critically evaluate the sources they do find
• tend to use web-based electronic information sources found through search engines over other formats
• place more value on current electronic information sources than on more in-depth discussions often found in books or journal articles

At Lane Community College Library, we have adopted the following core competencies to address student information seeking behavior and application to their academic and personal lives:

Core Competencies in Information Literacy

Competency 1: To recognize the need for information.

Indicators

• Recognizes that accurate and comprehensive information is the basis for intelligent decision making.
• Frames appropriate questions based on information needs.
• Defines a manageable focus and timeline.

Competency 2: To access information from appropriate sources.

Indicators

• Understands and can use the variety of information sources available, including: Internet, electronic library catalogs, and print materials.
• Identifies a variety of potential sources of information.
• Can select those sources that are appropriate to a given need.
• Develops efficient and effective search strategies.
• Consults experts for assistance/guidance when needed.
• Understands standard systems of information organization.
• Identifies and retrieves information relevant to the question/need.

Competency 3: To develop skills in using information technologies.

Indicators

• Can access the campus information systems and understands how to access information networks.
• Can access and navigate the Internet to locate information appropriate to the need.
• Can effectively expand or narrow a search as needed.

Competency 4: To critically analyze and evaluate information.

Indicators

• Filters large amounts of information.
• Determines accuracy, relevance, and comprehensiveness of information.
• Assesses the reliability and accuracy of information.
• Distinguishes among facts, points of view, and opinion.
• Thinks critically about the content of information.
• Understands the process of knowledge generation and publication patterns in appropriate disciplines/fields.

Competency 5: To organize and process information.

Indicators

• Synthesizes information from a variety of sources.
• Integrates new information into one's own knowledge base.
• Makes inferences, connections, and draws conclusions.

Competency 6: To apply information for effective and creative decision making.

Indicators

• Applies information in critical thinking and problem solving.
• Creates new information or knowledge through synthesis.

Competency 7: To understand and respect the ethical and legal aspects of information and its technologies.

Indicators

• Respects the principles of equitable access to information.
• Respects intellectual property rights.
• Applies principles of academic honesty in use of information.
• Acknowledges works of others through accurate citations and references.

Competency 8: To develop attitudinal objectives which lead to appreciation of lifelong learning.

Indicators

• Understands that information searching requires time, diligence, and practice, and that skills are learned over time.
• Increases self confidence with practice and experience in information seeking.
• Recognizes that the information search process is evolutionary and changes during the course of investigation.
• Knows that careful and attentive scrutiny of information tools and resources is essential to success.
• Appreciates that information literacy requires an ongoing involvement with learning and information technologies so that independent lifelong learning is possible.

Services that address core competencies

• The three-credit library 127 class
• Library classroom instruction sessions
• Assisting students at the reference desk
• Provision of a diverse collection in a variety of formats
• Online tutorial
• Developing class assignments in conjunction with teaching faculty
• One-credit course modules

Based on the "Rubric for Assessing Information Compentence in the California State University" (2002).