Faculty Resources - English:
Information Literacy and Writing Courses
Information Literacy: a general definition of information literacy comes from the Association of College and Research Libraries (ACRL)
- The definition reads: "[the ability to] recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information"
- Information Literacy is a targeted outcome of the Associated Arts of Oregon Transfer degree (the AAOT) in the following areas:
- Information Literacy is already part of LCC's core abilities:
"demonstrate general information literacy: critically analyze, synthesize and evaluate various forms of information including written texts and other media"
- Our writing courses address information literacy in the following ways:
- WR 115
- Use reading and writing for college-level inquiry, learning, thinking, and communicating;
- Objectively summarize source material;
- Select appropriate methods for developing ideas in paragraphs and essays, such as analysis, facts, explanations, examples, descriptions, quotations, and/or narratives;
- Weave a relevant quotation from source material into an essay;
- Use MLA quoting conventions.
- WR 121
- Read actively and rhetorically: engage with complex ideas in order to evaluate and interpret texts;
- Evaluate, use, and synthesize sources in support of the thesis, which may include primary and secondary, and found in media-captured, electronic, live and printed forms;
- Develop and organize essays using logic, examples, and illustration, and research to support his/her ideas;
- Engage in the research process as part of an inquiry process;
- Develop support using methods that may include: adequate explanatory details, sensory and narrative detail, dialogue, examples, illustrations, reasons, analogies, and forms of evidence such as summary and synthesis of outside sources;
- Use a database and the Internet to locate information and evidence;
- Demonstrate an ability to summarize, paraphrase, and quote sources in a manner that distinguishes the writer's voice from that of his/her sources;
- Type and format final drafts with appropriate headings, titles, spacing, margins, demonstrating an understanding of either MLA or APA citation style.
- WR 122
- Practice active reading of challenging collegelevel texts, including: annotation, cultivation/development of vocabulary, objective summary, identification and analysis of the thesis and main ideas of source material;
- Evaluate sources for adequacy, sound reasoning, and validity;
- Select the appropriate documentation style (MLA, APA, or Chicago, for example) for the topics chosen;
- Support conclusions with evidence by using appropriate outside sources;
- Develop an original thesis or claim based on the evaluation and synthesis of sources, including summary, paraphrase, and integrated quotation;
- Thoroughly develop and support the thesis with a balanced and insightful presentation of evidence;
- Use a library, online databases and the Internet to locate information and evidence;
- Write argumentative essays that incorporate external research and present a clear thesis;
- Integrate ideas and source material, being careful to differentiate between the source materials and the students' ideas and carefully credit sources and ideas.
- WR 227
- Interpret, analyze, evaluate, and use various types of information, including visual and statistical information;
- Interpret, analyze, evaluate, and use discipline-specific sources of information;
- Understand potential ethical issues involved in technical and professional communication;
- Effectively identify information needs and methods of gathering the information that meets those needs (including discipline specific resources);
- Use library resources, online databases, and the internet to locate information;
- Evaluate information for relevance, accuracy, and reliability;
- Integrate and discuss information effectively, accurately, and ethically.
- Information literacy is not a skill and habit of mind that students master after one exposure to the concept, so it's important that students are exposed to these skills repeatedly.
Last updated, K. Sullivan, 9/12/2010