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Teaching and Learning at the Campus Library: Learning Outcomes

Learn more about how the Campus Library's Instruction Program and Librarians can enhance your students' learning!

Introduction & Statement of Purpose

The Campus Library teaching and learning program strives to foster in UW Bothell and Cascadia College students research and information seeking skills that are grounded in critical inquiry, creative and reflective thinking, aptitudes for lifelong learning, and respect for the diversity of ways of knowing and understanding the world. This complex and multi-layered skill set is essential for the pursuit and development of knowledge in the 21st Century, and includes accessing, analyzing, evaluating, synthesizing, communicating, and producing knowledge.

target imageThese skills are best developed and assessed collaboratively with faculty at both institutions. Students are able to learn these skills most effectively when they are integrated into program and institutional curricula, and they are taught in conjunction with the companion skills of critical thinking, reading, and communication. They are developmental and must be introduced, applied, reinforced, and extended throughout a student’s educational career. These research and information literacies operate within a framework of distinct but often overlapping literacies, including digital, visual, and media literacies. These skills can be developed in a variety of contexts, including through individual and team-based work.

Our student learning outcomes establish a broad vision for information literacy and research-related student learning at UW Bothell and Cascadia. They describe what we hope our students will have learned, what they will be able to do at various stages of their academic careers, and what we hope they will take with them into their lives beyond the academic environment. The outcomes will also establish the basis for the Campus Library’s assessment of student learning within and across programs (both in person and online) at UW Bothell and Cascadia.

Image: Untitled. 2011. http://exclusive-executive-resumes.com/wp-content/uploads/2011/10/target.jpg. Retrieved 30 July 2014.

Campus Library Information Literacy Student Learning Outcomes

Researching and Information Seeking as Inquiry

 

Students can…

  • Identify a topic, form and revise a working question, define a problem, or identify a task
  • Seek assistance to address gaps in knowledge and/or skills
  • Determine and continuously evaluate which type(s) and how much information is needed
  • Identify new lines of inquiry and reconsider their previous work as understanding of a topic develops
  • Employ various research methodologies based on need, circumstance, and type of inquiry
  • Demonstrate awareness of their own perspective on a question or task and actively seek alternative perspectives to expand an understanding of a topic
  • Recognize information seeking as an ongoing, iterative process of discovery, creativity, and inquiry

Searching as Strategic Exploration

 

Students can…

  • Select tools and resources (including people) that lead to needed information
  • Effectively use search tools to identify needed information
  • Demonstrate persistence, flexibility, and problem-solving skills in search process
  • Develop and revise search strategies and approaches as necessary
  • Locate and access information as needed
  • Articulate how the economic, social, and/or cultural structures of search tools affect the kind of information that is available in those systems

Engaging and Evaluating Information Critically

 

Students can…

  • Apply appropriate reading and analytical strategies, including browsing, skimming, selective reading, and close analysis (textual, visual, contextual) to assess relevance of source for information need
  • Identify the variety of contexts, processes, and forms in which information is created (e.g., at different times, for different purposes and audiences, by different communities, in different formats)
  • Articulate how and why a source may be considered “authoritative” and how authority is constructed in different contexts
  • Evaluate the fit between possible sources and the information need
  • Select forms of evidence gathered from relevant source types in order to support goals

Contributing to Scholarly, Professional, and Community Conversations

 

Students can…

  • Articulate the strengths and limitations of other contributions to scholarly, professional, or community conversations and how these contributions help to shape an understanding of a given topic
  • Situate ideas in relation to pre-existing communities of knowledge and practice
  • Use a variety of information to create and articulate new knowledge, ideas, or understanding
  • Contribute to scholarly, professional, and/or community conversations in ways best suited to the intended audience and purpose of communication
  • Organize and manage sources
  • Synthesize ideas gathered from multiple sources

Recognizing information’s value constructs

 

Students can…

  • Give credit to the original ideas of others through proper attribution and citation
  • Recognize that intellectual property is a legal and social construct that varies across time, region, and culture
  • Acknowledge the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain
  • Identify how and why some individuals/groups may be underrepresented or systematically marginalized within systems that produce and disseminate information
  • Recognize issues of access or lack of access to information sources
  • Make informed choices about their personal information and online actions in light of issues related to privacy and the commodification of personal information

Reflecting on and Applying Skills to New Contexts

 

Students can…

  • Critically reflect on how their own background, worldview, and educational goals affect their approach to information creation and use
  • Identify individual strengths and areas for continued development as learners, researchers, and information producers/users
  • Recognize the emotional component of research and inquiry in order to develop resilience and persistence
  • Apply learning to new contexts, questions, problems, and research situations (personal, civic, and professional)

Created: UWB/CC Campus Library, final draft June 2016

These outcomes will be reviewed periodically by librarians, students, faculty, and other academic services staff in order to ensure that they continue to reflect shared learning goals and are responsive both to institutional changes and to developments in the wider information, scholarly, and technological landscapes.

What is Information Literacy?

 Link to further details on information literacy

Click on the image to learn more about information literacy or review our learning outcomes.

Image: Information mag glass. n.d. utrconf.com. Retrieved 16 June 2015.

 

Download the Campus Library Learning Outcomes

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