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Model Capstone Exercise to Incorporate Global Perspective into Amer Gvt GE Courses
Unformatted Document Text:  Appendix B Information Competency Guidelines and Goals For Model Capstone Exercise as taken from the American Library Association Website, www.ala.org Standards, Performance Indicators, and Outcomes Standard One - The information literate student determines the nature and extent of the information needed. Performance Indicators: 1. The information literate student defines and articulates the need for information. Outcomes Include: a. Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need b. Develops a thesis statement and formulates questions based on the information need c. Explores general information sources to increase familiarity with the topic d. Defines or modifies the information need to achieve a manageable focus e. Identifies key concepts and terms that describe the information need f. Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information 2. The information literate student identifies a variety of types and formats of potential sources for information. Outcomes Include: a. Knows how information is formally and informally produced, organized, and disseminated b. Recognizes that knowledge can be organized into disciplines that influence the way information is accessed c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book) d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) e. Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline f. Realizes that information may need to be constructed with raw data from primary sources 3. The information literate student considers the costs and benefits of acquiring the needed information. Outcomes Include: a. Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound)

Authors: Kiraly, Michael.
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Appendix B
Information Competency Guidelines and Goals
For Model Capstone Exercise as taken from the
American Library Association Website, www.ala.org
Standards, Performance Indicators, and Outcomes
Standard One - The information literate student determines the nature and extent of the
information needed.
Performance Indicators:
1. The information literate student defines and articulates the need for information.
Outcomes Include:
a. Confers with instructors and participates in class discussions, peer
workgroups, and electronic discussions to identify a research topic, or
other information need
b. Develops a thesis statement and formulates questions based on the
information need
c. Explores general information sources to increase familiarity with the topic
d. Defines or modifies the information need to achieve a manageable focus
e. Identifies key concepts and terms that describe the information need
f. Recognizes that existing information can be combined with original
thought, experimentation, and/or analysis to produce new information
2. The information literate student identifies a variety of types and formats of
potential sources for information.
Outcomes Include:
a. Knows how information is formally and informally produced, organized,
and disseminated
b. Recognizes that knowledge can be organized into disciplines that
influence the way information is accessed
c. Identifies the value and differences of potential resources in a variety of
formats (e.g., multimedia, database, website, data set, audio/visual, book)
d. Identifies the purpose and audience of potential resources (e.g., popular vs.
scholarly, current vs. historical)
e. Differentiates between primary and secondary sources, recognizing how
their use and importance vary with each discipline
f. Realizes that information may need to be constructed with raw data from
primary sources
3. The information literate student considers the costs and benefits of acquiring the
needed information.
Outcomes Include:
a. Determines the availability of needed information and makes decisions on
broadening the information seeking process beyond local resources (e.g.,
interlibrary loan; using resources at other locations; obtaining images,
videos, text, or sound)


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