This is the "Information Literacy Across the Curriculum" page of the "Information Literacy" guide.
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Information Literacy  

Last Updated: Jan 5, 2017 URL: Print Guide RSS Updates

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Shea Library Information Literacy Across the Curriculum Program

The Shea Library Information Literacy Program:

The Shea Library has developed an Information Literacy Across the Curriculum program based on the ACRL Infomation Literacy Competency Standards. Information literacy instruction is mandatory for General Education courses: AIC 1140, ENG 1201 & 1202, and COM 2200. Students are first introduced to information literacy concepts in the Undergraduate Experience program (AIC 1140). ENG 1201 and 1202 (and their advanced equivalents), and COM 2200 receive information literacy instruction to build upon their skills. As students progress through their academic program, more sophisticated information literacy concepts are introduced. Discipline-specific library instruction is available for all academic programs. 


Program Details

The James J. Shea, Sr. Memorial Library (Shea Library)  information literacy program uses a stair-step model to incorporate ACRL information literacy competency standards as goals across the curriculum in which basic information literacy skills are introduced in the first year in General Education courses and are continuously developed as the student progresses through their academic program at AIC.  It includes:  classroom instruction; activities to deliver information literacy; collaboration with faculty to design assignments that gauge knowledge and understanding; and assessments to determine learning outcomes. 


Information Literacy Steps

Information Literacy Steps   


 (Gen Ed req.  bold)
ACRL IL Standards
Step One-- Introductory courses: Information literacy is a critical requirement of the General Education curriculum.  Through library orientations for incoming first-year students, and student athletes, library services, policies, and resources are introduced.  Students are introduced to searching library databases.  Basic concepts related to ethical use, including the purpose of citations and the issue of “accidental plagiarism,” are also introduced.  In addition, basic topic-creation and information regarding paper types are covered.  Students are assessed through summative and formative assessment techniques, including pre/post testing, and classroom assessment techniques. Academic Camp, AIC 1140, ENG 1201, ENG 1601. #1, 2, 5
Step Two – Gateway courses: Through research assignments students start to develop skills in searching specific tools; learn to choose and practice the ethical use of information; use disciplinary communication; and apply critical thinking skills to evaluate resources. The concept of peer-review is introduced at this stage.   More advanced information regarding database and search strategies are focused on and annotated bibliographies are introduced.  Students are assessed through annotated bibliographies, pre/post testing, discipline-specific assignments, reports and presentations. ENG 1201, ENG 1202, ENG 1601, ENG 1602, COM 2200, COM 1281, MAT 1202, PSY 2600, ENG 2430, NUR 2540, BIO 2430, CRJ 2350, PHL 2010, CRJ 2224 1, 2, 3, 4 , 5
Step Three – Upper level courses:  Through subject specific information literacy sessions students practice analysis and synthesis skills; apply critical thinking skills and continue disciplinary communication.  More complex issues related to intellectual property are introduced; along with advanced research skills and strategies; further database usage; and more advanced information on topic-creation.  Students are assessed through research papers, presentations, poster sessions, and group projects. COM 3402, PSY 3625, NUR 3540, COM 3680, CRJ 4438, OTR 3230, POL 4870 1, 2, 3, 4 , 5

Step Four – Capstone level/Graduate:  Students at this level apply independent evaluation skills and demonstrate an understanding of what they have learned. Subject-specific information is reintroduced in the context of specific projects. Relevance and suitability of resources are the primary focus of discussions of evaluation. Students are assessed through research papers, field work and research symposiums.

EDU 401, ED Doc 1, 2, 3, 4 , 5

Subject Guide

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