Information Literacy Resources

Chemeketa Library Support for Information Literacy Outcomes in the Writing Sequence

(Winter 2010)

The following grid provides information about the information literacy outcomes included in the AA/OT writing sequence. The grid also indicates the types of resources Chemeketa Community College Library has available to support instruction in the writing sequence and we link to additional information where possible. It is our goal to develop a robust information network and resources to support our instructors no matter how or where they teach, including but not limited to: face-to-face, online, from the Salem campus, from a satellite campus, for College Credit Now, on weekends, and in the evenings. Although some guides and resources have been designed for specific classes, they are available for anyone to use.

  WR 115 WR 121 WR 122 WR 123 WR 227
Oregon Information Literacy Outcomes
The Oregon Information Literacy Outcomes describe proficiencies a student will need in order to successfully engage in discipline specific research. These proficiencies describe skills we want to see in students who have completed the writing sequence and are ready to transfer to a four-year school. The JBAC mandated AA/OT outcomes and course criteria are articulated in appendix K of the Oregon Community College Handbook and Planning Guide (CCWD).
Chemeketa IL Outcomes Chemeketa

Chemeketa

Chemeketa

NA

Chemeketa

OWEAC IL Outcomes OWEAC OWEAC OWEAC NA OWEAC outcomes for WR 227 are in the final stages of development
Chemeketa and OWEAC IL outcomes mapped   OWEAC and Chemeketa mapped OWEAC and Chemeketa mapped NA NA
Sample Assignments   From WR 121 Spring 2010 with Ballard:

WR 121 Course Descriptions, Outcomes, and Week-by-Week Course Schedule

Essay 1: A Song Means Something

Grades

Song Analysis

Summary Response Assignment

   

 

Research Expectations for AA/OT Writing Courses.

These notes are excerpts from the 2010 OWEAC summer sub-committee conversation focused on defining IL in the writing sequence. This is an ongoing conversation, not an official recommendation or articulation agreement at this point.
WR115—Supported:

Students are not expected to find their own sources, though they are introduced to the different kinds of sources available and develop an understanding of the distinction between format and source (just because it is on the Internet does not mean it is a web page (e.g., blogs vs. online newspapers vs. commercial websites). Also how different sources provide different kinds of information (background facts and statistics; an opinion or position)  Emphasis in writing assignments is on learning how to incorporate and attribute sources, with particular emphasis on entering into a conversation with sources as a way of developing a position on a topic, and using paraphrase effectively and voice markers to distinguish sources.
WR121—Partially supported:

Students find and evaluate sources of information in the context of other sources provided as part of the class; in practice this means a writing assignment that asks students to find one or two sources of information (using databases and the internet) to incorporate into a paper in addition to texts/sources being discussed in the class. Students find a source that adds to the class conversation already taking place around a common article or theme. Emphasis is on learning to incorporate sources in ways that allow for real synthesis and dialogue—especially handling disagreement and different perspectives—as well as conscious attribution of information and correctly formatted documentation. Understand that a text does not exist in a vacuum.  
WR122—Independent research to develop and support a position:

Students will use a range of resources to find, evaluate and incorporate information in the process of developing an informed position on a topic (though they do not necessarily have to discover/generate the topics themselves). Balancing different perspectives and engaging with opposing arguments is essential.  In addition, rhetorical analysis will play a central role in the selection, incorporation and attribution of information from sources, including full documentation. At this point also, students will have the experience and confidence to know how to troubleshoot, make thoughtful and patient choices and allow the evidence and information to lead them to reconsider and refine their positions.
 
Course Specific Consultations
Please contact us to talk about specific needs of your class. Librarians can help with assignment design, sequencing, tailored instruction, and ways to weave Information Literacy throughout your course. Here is an overview of the elements we consider when looking at a course for embedded information literacy.
Instruction and Support Pages/ Learning Objects Class Handouts and Guides WR 121: Writing and IL Common Goals Standardized Tutorials from CLIP
Class Guides and Handouts for Chemeketa courses

Librarians are happy to create online guides specific to your class and assignments. Please contact us to get started.
Intro to the Library (WR115, WR121) Evaluating Information Sources



WR121 Resources (Oldham, Morton)Resources including Library of Congress Subject Headings


Pro & Con: Finding Materials that Support a Position (SP112; WR122)

Library Research for Writing 123

Technical Writing (WR227)
Resources for technical writing, including finding professional associations, trade publications, and government documents
Technical Writing (WR227) - Topic Selection for Technical Writing
A guide to using trade publications and associations to select topics for the WR227 final project


• For a list of all available guides, please visit our Class Handouts and Guides page.

 

Assessment Resources

Portland State University Developmental IL Matrix

WA Student Skills Checklist

St. John's IL Core Competencies Assessment Rubric

 

From the Cooperative Library Instruction Project (CLIP) site:

Would you like to assess whether or not your students have viewed CLIP tutorials?
Maybe you'd like to give students a pre-test to determine which CLIP tutorials would be most helpful to them.

CLIP has written short and simple multiple choice quizzes that address the content of each tutorial. The quiz scripts are offered as Word (.doc) files and can be given on paper, copied into an LMS or distributed using free survey software such as Survey Monkey. Consider the CLIP quiz scripts as a starting point, then feel free to edit or add to the quizzes so they are tailored for your class. Like the CLIP tutorials, they are under the Creative Commons Attribution Non-Commercial Share Alike cc by-nc-sa license. This means you may reuse, edit, and share your new quiz, but it must be non-commercial, CLIP must be attributed credit, and you must use this same license for these derivative works.

Chemeketa librarians are happy to help you develop customized quiz questions and assessment exercises that meet the needs of your class and reflect student learning in a meaningful way. To work with a librarian, contact a librarian and arrange a conversation via phone, email, or face- to- face consultation.

Instruction by Librarians
Librarians are happy to provide face-to-face instruction for your class. Please contact us at the reference desk (503) 399-5231 or via the reference email account at reference@chemeketa.edu. If our instruction room is full, we can talk about alternatives, such as coming to your classroom. We are also happy to talk to you about ways of providing library instruction when a face-to-face visit is not possible.
Ideas for Information Literacy Assignments and Instruction Assignment example pages from other libraries:

  Search ERIC, the largest education index in the world, for articles on Information Literacy education. Try search terms such as "information literacy," "information seeking," "student research," "research skills," or "research methodology" and experiment with combining with the name of your discipline (e.g., "information literacy" and psychology). Access ERIC from the Chemeketa Community College Library Database page. From off campus you will be prompted to log in using your MyChemeketa username and password.
Partnerships and IL Statewide Chemeketa is active in statewide conversations around IL in Composition and other disciplines. Our partners include:

 


To comment or request help, please e-mail Reference or call 503.399.5231.

Address of this page: http://library.chemeketa.edu/instruction/infolit/supportGridHomePage.php

Updated: 23 Nov. 2011