This statement outlines how we define information literacy here at GCC, and what related learning outcomes we expect students to meet as they participate in workshops, classes, and co-curricular activities. It operationalizes the statements found in the Principles of Education and the General Education Abilities, in order to help us better understand what information literacy looks like in practice here on our campus. By breaking down information literacy into achievable student learning outcomes that we can teach and assess, we can ensure that we are meeting the standards we have set for ourselves.
What is information literacy?
Information literacy is the ability to determine an information need and then find and use quality information to meet that need. Often, “information literacy” is used interchangeably with “research.” An information literate person is not only a successful researcher; they are also a lifelong learner and creator of knowledge, able to successfully engage with a changing information environment on an ongoing basis. Information literacy competencies are transferrable to personal, professional, and academic contexts. Every student that attends a class at GCC should leave with increased information literacy skills.
Student Learning Outcomes
These information literacy learning outcomes, presented alphabetically, are best suited to our student population and campus degree programs. They represent global skills that will be useful to all students, regardless of major (although implementation may vary by field). Students may be able to accomplish some of these skills by completing one class session or one course; other outcomes will need to be developed over an entire degree program.
Any student graduating with an associate’s degree should be able to achieve outcomes in each category.
Approved by the Library Information Literacy Advisory Committee, Fall 2016
Approved by the Curriculum and Academic Policy Committee, Spring 2017