Information Literacy & Research Skills


information literacy

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This material is provided for the benefit of librarians and educators interested in designing an information literacy curriculum. If you wish to use any of the material please contact Tom Eland at 612-659-6286, or by email. All materials are owned by the library and information studies faculty of Minneapolis Community and Technical College and cannot be used without the explicit permission of the faculty.

In addition to the course material presented on this page, the MCTC library faculty work with faculty from various subject disciplines to embed information literacy instruction and assessment in their classes. The library faculty have developed a research portfolio that aids faculty is assessing research and information literacy skills. (See the portfolio at the end of the Resources section.) In addition to the research portfolio, library faculty work with other subject faculty to adapt the INFS 1000 assignments and grading rubrics for use in subject classes. A report on a formal embedded information literacy project can be found in the 2005-2006 Annual Program Assessment Report below.

(Last updated: 7 February 2008)

Professional Resources

Holschuh Simmons, Michelle. "Librarians as Disciplinary Discourse Mediators: Using Genre Theory to Move Toward Critical Information Literacy." portal: Libraries and the Academy. 5.3 (2005): 297-311.
Owusu-Ansah, Edward K. "Beyond Collaboration: Seeking Greater SCope and Centrality for Library Instruction." portal: Libraries and the Academy. 7.4 (2007): 415-429.
Shanbhaq, Shilpa. Alternative Models of Knowledge Production: A Step Forward in Information Literacy as a Liberal Art." Library Philosophy and Practice. 8.2 (2006). <http://libr.unl.edu:2000/LPP/lppv8n2.htm>. 7 Feb. 2008.

Course Resources

Syllabus Note: Small variations may occur in the syllabi of individual instructors.
Politics of Research This reading is discussed for the first lesson in the class. There is a corresponding assignment and grading sheet that is used with the reading. (See below.) Students also read Schiffrin, Andre. “Bucking the Monoliths: Publishing with a Mission.” American Libraries. May 1999: 44-46 and discuss the issues related to research and knowledge production presented in these two readings. For a full list of course readings consult the syllabus.
Pre/Post-Test: Librarians and faculty interested in seeing our pre/post test should contact Tom Eland. The pre-test is given the first week of class and the post-test is given at the end of the semester. The tests are scored but results are not counted towards the course grade. The tests allow students to assess their information literacy knowledge and skill levels. The test are administrated using the college's course management software, Desire2Learn, which automatically scores the results and provides faculty with useful test data.
Research Portfolio: This research portfolio and assessment rubric is for use in subject classes that require a research paper or project. The portfolio allows faculty members to assess students information literacy skills in addition to their writing skills.

Take Home Assignments: (with grading rubrics)

In Class Exercises: (Some sections of the class use these exercises, others use readings and quizzes. The syllabus reflects a section of the course that uses readings and quizzes.)

Handouts: (Used with exercises and assignments)

Examinations

Mid-Term Exam Material

Final Exam Material

Information Literacy Program Assessment Reports