GRADES+9-16

K-16 Information Literacy Skills: Ninth Grade  (Draft Copy)

The six stages of research: **Information literacy skills, organized by stage:** ||
 * **Identify/define a research topic** ||
 * Find Information ||
 * **Analyze, evaluate and select the appropriate information** ||
 * **Organize and synthesize the information** ||
 * **Create or present a product** ||
 * **Evaluate the research experience** ||
 * 1. Identify a research topic ||
 * Consolidates appropriate questioning techniques to clarify requirements of task, with guidance ||
 * Selects from a range of topics, with guidance ||
 * Draws on prior knowledge to brainstorm and cluster ideas ||
 * Identifies and interprets key words in task, with guidance ||
 * Develops focus questions, with guidance ||
 * Devises a time-management strategy with guidance to meet given deadlines ||
 * Selects an appropriate strategy with guidance to record headings and subheadings ||
 * Makes predictions with guidance about likely sources of information onto search strategy sheet ||
 * Clarifies and refines research questions with guidance ||
 * Uses reference sources to clarify the meaning of a research task, as needed ||
 * Re-defines problem with guidance when alternative solutions are exhausted ||
 * Formulates a basic hypothesis with guidance ||
 * 2. Find Information ||
 * I dentifies and locates text and nontext resources in media center and local library ||
 * F amiliar with limited number of appropriate GALILEO databases and searches them using modeled examples ||
 * Becomes familiar with a limited number of internet search engines, with guidance ||
 * Us es email to discuss topics and to strategize group projects ||
 * Extends email skills by contacting experts in the field ||
 * Extends database search skills with simple and Boolean 'and' 'or' searching, and broadening or narrowing searches ||
 * Searches for information using given URL's and bookmarks ||
 * Extends word processing skills by: deleting, copying, moving and printing files with guidance ||
 * Accesses community and government information sources online with guidance ||
 * Recognizes where currency of information is necessary ||
 * Recognizes the need to locate a variety of resources representing a range of views ||
 * Identifies and locates information from both primary and secondary sources with guidance ||
 * U ses specialized print and online reference resources with guidance ||
 * R ecognizes difference in purpose of magazines, newspapers, pamphlets with guidance ||
 * U ses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera ||
 * **3. Analyze, evaluate and select the appropriate information** ||
 * Selects resources by skimming contents, index and text headings, with guidance ||
 * Analyzes appropriate information from a variety of sources, including exhibitions, excursions, audiovisuals and interviews, using modeled techniques such as scanning text headings, identifying main and subordinate ideas, re-reading, re-listening, re-viewing ||
 * Evaluates appropriateness of resources, discarding if necessary ||
 * Modifies focus questions with guidance ||
 * Devises appropriate note-taking templates with guidance ||
 * Records information with guidance, by devising note-making strategies to ensure information is collected consistently and accurately, modifying note-making formats as appropriate, clustering notes under subheadings, using a graphic organizer ||
 * Makes comparisons with guidance between different text types, e.g., Research Report, Persuasive Essay, etc. ||
 * Compares information from different sources for opposing viewpoints and accuracy with guidance ||
 * Records bibliographic sources of information using author, title, publisher, date, http, date of download with guidance ||
 * Understands and complies with copyright requirements with guidance ||
 * Downloads text and graphic files from Internet sites with guidance ||
 * Observes netiquette conventions with guidance ||
 * Considers a range of viewpoints by: recognizing fact vs. opinion, identifying authority, purpose and intended audience of source, identifying bias and omission in sources ||
 * Uses a variety of primary and secondary sources with guidance ||
 * Understands strategies that may be used to slant information in subtle ways using modeled techniques ||
 * Uses prior knowledge to propose problem-solving strategies for real-life situations ||
 * Understands strategies that may be used to slant information in subtle ways using modeled techniques ||
 * Uses prior knowledge to propose problem-solving strategies for real-life situations ||
 * **4. Organize and synthesize the information** ||
 * Draws inferences from evidence with guidance ||
 * Synthesizes information to predict consequences and to construct generalizations with guidance ||
 * P roposes a solution to a given problem that organizes ideas and information logically, makes simple generalizations and draws simple conclusions ||
 * Verifies results of experiments with guidance ||
 * Categorizes information according to a framework of headings, subheadings or database fields with guidance ||
 * Uses word processing skills: cutting/pasting, spell/grammar check, undo, select all, page setup, list/bullets, creating and inserting simple tables, wrapping text around graphics ||
 * Creates online flow charts, time lines to organize project with guidance ||
 * M akes notes with guidance, using techniques like written bulleted points, note-taking template, etc. ||
 * Uses a class-created database with guidance to: browse, edit, add, sort, delete and find records ||
 * Consolidates ability to use online spreadsheets to: change column width, row height, alignment, create simple formulas involving multiplication, division and subtraction ||
 * Responds appropriately to the given writing styles, e.g., argument, report, etc ||
 * Identifies positive and negative influences in information sources with guidance ||
 * Recognizes information deficiencies and locates additional information ||
 * 5. Create or present a product ||
 * Understands the concept of “audience” ||
 * P resents ideas and information logically in order to explain, profile, discuss or debate an issue using some subject-specific words and phrases ||
 * C reates written and oral reports, graphic, pictorial and dramatic presentations with guidance ||
 * Consolidates desktop publishing skills: graphics, borders, WordArt, clip art ||
 * Constructs multimedia presentations with guidance ||
 * U ses e-mail to transfer and share information with guidance ||
 * Uses special software appropriate to the task with guidance ||
 * Examines Web page construction ||
 * Creates spreadsheets and databases using modeled example ||
 * Generates electronic charts, tables and graphs using modeled examples ||
 * Presents information using a given format, e.g., oral reports and graphic, pictorial and dramatic presentation with guidance ||
 * **6. Evaluate the research experience** ||
 * Identifies skills with guidance that require practice and refinement ||
 * Responds constructively to assessment by teachers ||
 * Accepts feedback from peers, teachers and appropriate others ||
 * Analyzes audience response to presentation with guidance ||
 * U ses a variety of evaluative strategies to assess and review learning strengths and weaknesses, e.g., learning logs, reflective journals, with guidance ||
 * Evaluates understanding and implementation of the set task criteria with guidance ||
 * Acknowledges personal and group achievements ||
 * Evaluates understanding and implementation of the set task criteria with guidance ||
 * Acknowledges personal and group achievements ||

______________________________________________________________________________________________________________ K-16 Information Literacy Skills: Tenth Grade   (Draft Copy)

The six stages of research: **Information literacy skills, organized by stage:** || _____________________________________________________________________________________________________________ K-16 Information Literacy Skills: Eleventh Grade   (Draft Copy)
 * **Identify/define a research topic** ||
 * Find Information ||
 * **Analyze, evaluate and select the appropriate information** ||
 * **Organize and synthesize the information** ||
 * **Create or present a product** ||
 * **Evaluate the research experience** ||
 * **1. Identify a research topic** ||
 * Refines appropriate questioning techniques with guidance to clarify requirements of task ||
 * Selects from a range of topics ||
 * Draws on prior knowledge to brainstorm and cluster ideas ||
 * Identifies and interprets key words in task ||
 * Develops focus questions with guidance ||
 * Devises a time-management strategy to meet given deadlines ||
 * Selects an appropriate strategy to record headings and subheadings ||
 * Makes predictions with guidance about likely sources of information onto search strategy sheet ||
 * Clarifies and refines research questions with guidance ||
 * Uses reference sources to clarify the meaning of a research task, as needed ||
 * Re-defines problem with assistance when alternative solutions are exhausted ||
 * Negotiates and justifies alternative tasks as appropriate ||
 * Formulates a hypothesis with guidance ||
 * 2. Find Information ||
 * Understands organization of resources in school, local and state libraries ||
 * Recognizes the significance of cross-references and subtopics in an index ||
 * Becoming familiar with a variety of appropriate internet search engines ||
 * F amiliar with limited number of appropriate GALILEO databases and searches them using modeled examples ||
 * Extends email skills by contacting experts in the field ||
 * Us es email to discuss topics and to strategize group projects ||
 * Searches for information using given URL's and bookmarks ||
 * Views, downloads and decompresses files from Internet sites with guidance ||
 * Extends database search skills with simple and Boolean 'and' 'or' searching, and broadening or narrowing searches ||
 * Accesses community and government information sources ||
 * Recognizes where currency of information is necessary ||
 * Recognizes the need to locate a variety of resources representing a range of views ||
 * Identifies and locates information from both primary and secondary sources ||
 * Recognizes difference in purpose of magazines, newspapers, pamphlets ||
 * Uses specialized print and non-print reference resources ||
 * Recognizes bias or point of view of author ||
 * U ses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera ||
 * **3. Analyze, evaluate and select the appropriate information** ||
 * Analyzes appropriate information from a variety of sources, including exhibitions, excursions, audiovisuals and interviews, by scanning text headings, identifying main and subordinate ideas, re-reading, re-listening, re-viewing ||
 * Evaluates appropriateness of resources, discarding if necessary ||
 * Modifies focus questions ||
 * Devises appropriate note-taking templates ||
 * Records information by devising note-making strategies to ensure information is collected consistently and accurately, modifying note-making formats as appropriate, clustering notes under subheadings, using a graphic organizer ||
 * Makes comparisons between different text types, e.g., Research Report, Persuasive Essay, etc. ||
 * Compares information from different sources for opposing viewpoints and accuracy ||
 * Analyzes information deficiencies and locates additional information ||
 * Records bibliographic sources of information using author, title, publisher, date, URL, date of download ||
 * Observes netiquette conventions ||
 * Understands and complies with copyright requirements ||
 * Views, downloads and decompresses files from Internet sites with guidance ||
 * Considers a range of viewpoints by: recognizing fact vs. opinion, identifying authority, purpose and intended audience of source, identifying bias and omission in sources ||
 * Analyzes statistical data using modeled techniques ||
 * Uses a variety of primary and secondary sources ||
 * Identifies strategies used to slant information in subtle ways ||
 * Uses prior knowledge to propose problem-solving strategies for real-life situations ||
 * Identifies strategies used to slant information in subtle ways ||
 * Uses prior knowledge to propose problem-solving strategies for real-life situations ||
 * **4. Organize and synthesize the information** ||
 * Draws inferences from evidence ||
 * Synthesizes information to predict consequences and to construct generalizations with guidance ||
 * P roposes a solution to a given problem that organizes ideas and information logically, makes simple generalizations and draws simple conclusions ||
 * Verifies results of experiments with guidance ||
 * Categorizes information according to a framework of headings, subheadings or database fields ||
 * Creates online flow charts, time lines to organize project ||
 * M akes notes using techniques like written bulleted points, note-taking template, etc. ||
 * Uses a class-created database with guidance to: browse, edit, add, sort, delete and find records ||
 * Consolidates ability to use online spreadsheets to: change column width, row height, alignment, create simple formulas involving multiplication, division and subtraction ||
 * Responds appropriately to the given text type, e.g., Research Report, Persuasive Essay ||
 * Identifies positive and negative influences in information sources ||
 * Recognizes information deficiencies and locates additional information ||
 * 5. Create or present a product  ||
 * Understands the concept of “audience” ||
 * P resents a solution to a problem or task which supports an issue (pro or con or both) or presents ideas and information logically in order to explain, profile, discuss or debate an issue ||
 * Makes simple generalizations and draws simple conclusions using subject-specific words and phrases ||
 * C reates written and oral reports, graphic, pictorial and dramatic presentations with guidance ||
 * Refines desktop publishing skills: graphics, WordArt, clip art ||
 * Constructs multimedia presentations with guidance ||
 * Uses e-mail to transfer and share information ||
 * Uses special software appropriate to the task with guidance ||
 * Designs Web pages using modeled techniques ||
 * Creates spreadsheets and databases with guidance ||
 * Generates electronic charts, tables and graphs with guidance ||
 * Presents information using a given format, e.g., oral reports and graphic, pictorial and dramatic presentations ||
 * **6. Evaluate the research experience** ||
 * Identifies skills with guidance that require practice and refinement ||
 * Responds constructively to assessment by teachers ||
 * Accepts feedback from peers, teachers and appropriate others ||
 * Analyzes audience response to presentation ||
 * Uses a variety of evaluative strategies with guidance to assess and determine future learning pathways, e.g., learning logs, reflective journals ||
 * Evaluates understanding and implementation of the set task criteria with guidance ||
 * Acknowledges personal and group achievements ||
 * Evaluates understanding and implementation of the set task criteria with guidance ||
 * Acknowledges personal and group achievements ||

The six stages of research: **Information literacy skills, organized by stage:** Evaluates information for accuracy, bias and omission || || ___________________________________________________
 * **Identify/define a research topic** ||
 * Find Information ||
 * **Analyze, evaluate and select the appropriate information** ||
 * **Organize and synthesize the information** ||
 * **Create or present a product** ||
 * **Evaluate the research experience** ||
 * **1. Identify a research topic** ||
 * Refines appropriate questioning techniques to clarify requirements of task ||
 * Selects from a range of topics ||
 * Draws on prior knowledge to brainstorm and cluster ideas ||
 * Identifies and interprets key words in task ||
 * Develops questions and responds to a task with guidance which may require identifying trends, analyzing information, observing cause and effect or evaulating information critically ||
 * Devises a time-management strategy to meet given deadlines ||
 * Selects an appropriate strategy to record headings and subheadings ||
 * Makes predictions about likely sources of information onto search strategy sheet ||
 * Clarifies and refines research questions ||
 * Uses reference sources to explore a topic and identify issues and subtopics with guidance ||
 * Re-defines problem when alternative solutions are exhausted ||
 * Negotiates and justifies alternative tasks as appropriate ||
 * Formulates a hypothesis ||
 * 2. Find Information ||
 * Understands organization of resources in school, local and state libraries ||
 * Recognizes the significance of cross-references and subtopics in all types of resources ||
 * Is familiar with a variety of appropriate internet search engines ||
 * Is f amiliar with appropriate GALILEO databases and searches them using advanced search techniques such as boolean 'and' 'or' operators and choosing broader or narrower terms ||
 * Uses online sources with guidance to locate current information ||
 * Uses email to contact experts in the field ||
 * Uses e-mail to discuss topics and to facilitate cooperative group activities ||
 * Recognizes where currency of information is necessary ||
 * Recognizes the need to locate a variety of resources representing a range of views ||
 * Identifies and locates information from both primary and secondary sources ||
 * Recognizes difference in purpose of magazines, newspapers, pamphlets ||
 * Uses knowledge of coverage and purpose of resources to refine the scope of the search ||
 * Uses special print and non-print reference resources ||
 * Uses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera ||
 * **3. Analyze, evaluate and select the appropriate information** ||
 * **3. Analyze, evaluate and select the appropriate information** ||
 * **3. Analyze, evaluate and select the appropriate information** ||
 * Evaluates an argument for logic ||
 * Examines reasons for value judgments, or apparent contradictions in evidence ||
 * Devises appropriate note-taking templates ||
 * Records information by devising note-making strategies to ensure information is collected consistently and accurately, modifying note-making formats as appropriate, clustering notes under subheadings, using a graphic organizer ||
 * Understands and complies with copyright requirements ||
 * Views, downloads and decompresses files from Internet sites ||
 * Observes netiquette conventions ||
 * Analyzes statistical data with guidance ||
 * Uses a variety of primary and secondary sources ||
 * Uses prior knowledge to propose problem-solving strategies for real-life situations ||
 * Records bibliographic source using a recognized system of notation ||
 * **4. Organize and synthesize the information** ||
 * T ests hypotheses statistically using modeled examples ||
 * S ynthesizes information, makes generalizations, builds arguments and applies problem-solving strategies ||
 * M akes inferences and deductions and critiques solutions ||
 * V erifies results of experiments ||
 * C ategorizes information according to a framework of headings, subheadings or database fields ||
 * R efines use of appropriate writing styles ||
 * E valuates different perspectives and formulates own opinion ||
 * A pplies ethical principles to the use of electronic note-taking, avoiding cut-and-paste plagiarism ||
 * U ses appropriate note-taking strategies, e.g., written bulleted points, computer-generated note-taking, etc. ||
 * G athers specific additional information to support a hypothesis or problem-solving task ||
 * R efines word processing, spreadsheet and database skills to organize information and create new ideas ||
 * C onsolidates use of computer-generated organizational strategies ||
 * 5. Create or present a product  ||
 * Creates a product which is analytical and persuasive, elaborating and justifying ideas where appropriate ||
 * D emonstrates objectivity and consideration of more than one viewpoint ||
 * S ustains subject-specific vocabulary throughout the task ||
 * C reates written and oral reports, graphic, pictorial and dramatic presentations ||
 * R efines desktop publishing skills ||
 * C reates multimedia presentations ||
 * U ses e-mail to transfer and share information ||
 * U ses special software appropriate to the task ||
 * D esigns Web pages with guidance ||
 * C reates original spreadsheets, databases ||
 * G enerates electronic charts, tables and graphs ||
 * P resents information, selecting a form and organizing framework which demonstrate control over a variety of text structures ||
 * **6. Evaluate the research experience** ||
 * I dentifies skills that require practice and refinement and reflect on new learnings ||
 * R esponds constructively to assessment by teachers ||
 * A ccepts feedback from peers, teachers and appropriate others ||
 * A nalyzes audience response to presentation ||
 * U ses a variety of evaluative strategies with guidance to assess and determine future learning pathways, e.g., learning logs, reflective journals ||
 * E valuates understanding and implementation of the set task criteria with guidance ||
 * A cknowledges personal and group achievements ||
 * A nalyzes response to a problem accurately in terms of resources, constraints and objectives ||
 * A nalyzes the effectiveness of problem-solving strategies ||
 * A nalyzes response to a problem accurately in terms of resources, constraints and objectives ||
 * A nalyzes the effectiveness of problem-solving strategies ||

K-16 Information Literacy Skills : Twelfth Grade  (Draft Copy)

The six stages of research: || **Information literacy skills, organized by stage:** || Adapted from: Ryan, J & Capra, S. (2001). //Information Literacy Toolkit: Grades 7 and Up.// Chicago: American Library Association. ______________________________________________________________________________________________________________ K-16 Information Literacy Skills: College   (Draft Copy) The six stages of research: **Information literacy skills, organized by stage:** Confers with instructors to identify an acceptable research topic || Recognizes prejudice, deception or manipulation in an information source || || Adapted from: //Information Literacy Competency Standards for Higher Education. (2000).// Chicago: Association of College and Research Libraries Ryan, J & Capra, S. (2001). //Information Literacy Toolkit: Grades 7 and Up.// Chicago: American Library Association.
 * **Identify/define a research topic** ||
 * Find Information ||
 * **Analyze, evaluate and select the appropriate information** ||
 * **Organize and synthesize the information** ||
 * **Create or present a product** ||
 * Evaluate the research experience**
 * Evaluate the research experience**
 * **1. Identify a research topic** ||
 * R efines appropriate questioning techniques to clarify requirements of task ||
 * S elects from a range of topics ||
 * D raws on prior knowledge to brainstorm and cluster ideas ||
 * I dentifies and interprets key words in task ||
 * D evelops focus questions and responds to a task which may require identifying trends, analyzing information, observing cause and effect or evaulating information critically ||
 * D evises a time-management strategy to meet given deadlines ||
 * S elects an appropriate strategy to record headings and subheadings ||
 * M akes predictions about likely sources of information onto search strategy sheet ||
 * C larifies and refines research questions ||
 * U ses reference sources to explore a topic and identify issues and subtopics ||
 * R e-defines problem when alternative solutions are exhausted ||
 * N egotiates and justifies alternative tasks as appropriate ||
 * F ormulates a hypothesis ||
 * 2. Find Information ||
 * Understands organization of resources in school, local and state libraries ||
 * Recognizes the significance of cross-references and subtopics in all types of resources ||
 * Is familiar with a variety of appropriate internet search engines ||
 * Is f amiliar with appropriate GALILEO databases and searches them using advanced search techniques such as boolean 'and' 'or' operators and choosing broader or narrower terms ||
 * Uses online sources to locate current information ||
 * Uses email to contact experts in the field ||
 * Uses e-mail to discuss topics and to facilitate cooperative group activities  ||
 * Recognizes where currency of information is necessary ||
 * Recognizes when resources represent different perspectives ||
 * Identifies and locates information from both primary and secondary sources ||
 * Recognizes difference in purpose of magazines, newspapers, pamphlets ||
 * Uses knowledge of coverage and purpose of resources to refine the scope of the search ||
 * Uses special print and non-print reference resources ||
 * Uses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera ||
 * **3. Analyze, evaluate and select the appropriate information** ||
 * Evaluates information for accuracy, bias and omission ||
 * Evaluates an argument for logic ||
 * Examines reasons for value judgments, or apparent contradictions in evidence ||
 * Devises appropriate note-taking templates ||
 * Records information by devising note-making strategies to ensure information is collected consistently and accurately, modifying note-making formats as appropriate, clustering notes under subheadings, using a graphic organizer ||
 * Understands and complies with copyright requirements ||
 * Views, downloads and decompresses files from Internet sites ||
 * Observes netiquette conventions ||
 * Analyzes statistical data ||
 * Uses a variety of primary and secondary sources ||
 * Using prior knowledge proposes problem-solving strategies for real-life situations ||
 * Records bibliographic sources accurately ||
 * Uses footnotes or endnotes correctly ||
 * Records bibliographic sources accurately ||
 * Uses footnotes or endnotes correctly ||
 * **4. Organize and synthesize the information** ||
 * Tests hypotheses statistically ||
 * S ynthesizes information, makes generalizations, builds arguments and applies problem-solving strategies  ||
 * M akes inferences and deductions and critiques solutions ||
 * V erifies results of experiments ||
 * C ategorizes information according to a framework of headings, subheadings or database fields ||
 * R efines use of appropriate writing styles  ||
 * E valuates different perspectives and formulates own opinion  ||
 * A pplies ethical principles to the use of electronic note-taking, avoiding cut-and-paste plagiarism ||
 * U ses appropriate note-taking strategies, e.g., written bulleted points, computer-generated note-taking, etc ||
 * G athers specific additional information to support a hypothesis or problem-solving task ||
 * R efines word processing, spreadsheet and database skills to organize information and create new ideas ||
 * C onsolidates use of computer-generated organizational strategies ||
 * 5. Create or present a product  ||
 * Creates a product which is analytical and persuasive, elaborating and justifying ideas where appropriate ||
 * D emonstrates objectivity and consideration of more than one viewpoint  ||
 * S ustains subject-specific vocabulary throughout the task  ||
 * C reates written and oral reports, graphic, pictorial and dramatic presentations ||
 * R efines desktop publishing skills  ||
 * C reates multimedia presentations ||
 * U ses e-mail to transfer and share information ||
 * U ses special software appropriate to the task ||
 * D esigns Web pages ||
 * C reates original spreadsheets, databases ||
 * G enerates electronic charts, tables and graphs ||
 * P resents information, selecting a form and organizing framework which demonstrate control over a variety of text structures ||
 * **6. Evaluate the research experience** ||
 * I dentifies skills that require practice and refinement and reflect on new learnings  ||
 * R esponds constructively to assessment by teachers ||
 * A ccepts feedback from peers, teachers and appropriate others ||
 * A nalyzes audience response to presentation  ||
 * U ses a variety of evaluative strategies with guidance to assess and determine future learning pathways, e.g., learning logs, reflective journals  ||
 * E valuates understanding and implementation of the set task criteria ||
 * A cknowledges personal and group achievements ||
 * A nalyzes response to a problem accurately in terms of resources, constraints and objectives ||
 * A nalyzes the effectiveness of problem-solving strategies ||
 * A nalyzes response to a problem accurately in terms of resources, constraints and objectives ||
 * A nalyzes the effectiveness of problem-solving strategies ||
 * **Identify/Define a research topic** ||
 * Find Information ||
 * **Analyze, evaluate and select the appropriate information** ||
 * **Organize and synthesize the information** ||
 * **Create or present a product** ||
 * **Evaluate the research experience** ||
 * **1. Identify a research topic** ||
 * Develops a research topic into a workable research hypothesis or question ||
 * Clarifies or refines research hypothesis or question as needed ||
 * Uses reference sources as needed to explore a topic and identify issues and subtopics ||
 * Devises a time management strategy to meet given deadlines ||
 * 2. Find Information ||
 * Recognizes the variety of materials and formats contained in their online library catalog ||
 * Understands the organization of GALILEO by academic discipline ||
 * Recognizes the difference between multi-disciplinary and discipline-specific research databases ||
 * Knows which GALILEO databases are most relevant to their chosen major. ||
 * Understands the concept and contents of the World Wide Web and how those contents differ from GALILEO databases and online library catalogs ||
 * Understands the difference between and issues realted to free vs. fee-based online resources ||
 * Knows when it is appropriate to use monographs, journal articles, websites or refrence sources in relation to a specific information need or assignment ||
 * Recognizes different types of serial publications and their academic value: scholarly/peer-reviewed; commercial/popular; trade/pratitioner. ||
 * Understands the nature of government documents and locates them with assistance in print and online ||
 * Locates primary documents in print and online, from their own library and outside libraries or archives, with guidance ||
 * Recognizes the existence of various types of libraries (e.g. special collections, government documents, archives, specialized libraries) ||
 * Uses special library services to access material (e.g. Interlibrary Loan, Reference Assistance; GIL Universal Borrowing) ||
 * Knows which GALILEO databases are most relevant to their major ||
 * Chooses appropriate search terms/keywords for their research hypothesis or question ||
 * Refines search by identifying synonyms for keywords as needed ||
 * Understands the concept of 'controlled vocabularies' ||
 * Searches by subject terms when appropriate for the database being used ||
 * Familiar with use of a database thesaurus as a tool to identify subject terms ||
 * Uses Boolean operators ('and' 'or' 'not') effectively ||
 * Refines searches using proximity operators ('near', 'with') ||
 * Understands the use of 'limit' options specific to a particular database ||
 * Recognizes the difference between 'basic' and 'advanced' database search screens and knows when to use them. ||
 * Locates the full text of article citations in GALILEO, either online or in print ||
 * **3. Analyze, evaluate and select the appropriate information** ||
 * Evaluates print and online information for accuracy, bias, authority, timeliness and omission ||
 * Determines probable accuracy by questioning the source of the data, limitations of the tools used to find this data, and the reasonableness of the conclusions ||
 * Evaluates print and online information for accuracy, bias, authority, timeliness and omission ||
 * Determines probable accuracy by questioning the source of the data, limitations of the tools used to find this data, and the reasonableness of the conclusions ||
 * Recognizes the cultural, physical or other context of information and how this impacts the meaning or value of that information ||
 * Evaluates an argument for logic ||
 * Tests theories with discipline-appropriate techniques (e.g. simulators, experiments) ||
 * Validates information through in-person or online discussion with classmates, instructors, outside experts ||
 * Integrates new information with previous knowledge ||
 * Restates textual concepts in his/her own words and selects data accurately ||
 * Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence ||
 * Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information ||
 * Uses computer software and other technologies (e.g. spreadsheets, databases, multimedia and audio or visual equipment) to studyin the interaction of ideas and other phenomena ||
 * Determines whether information satisfies their research of information need ||
 * Devises appropriate note-taking strategy ||
 * Understands and complies with copyright requirements ||
 * Selects information that provides evidence for a topic ||
 * Records bibliographic sources accurately ||
 * Uses footnotes or endnotes correctly ||
 * **4. Organize and synthesize the information** ||
 * Uses outlines, drafts, storyboards, spreadsheets, etc. to organize content in a manner that best suppports the purposes and format of the product or performance ||
 * Synthesizes information, makes generalizations, builds arguments and applies problem-solving strategies ||
 * Integrates new and prior information into the new product or performance ||
 * Categorizes information according to a planned framework ||
 * Verifies the results of experiments ||
 * Evaluates different perspectives and forms own opinions ||
 * Applies ethical principles to electronic note taking, avoiding cut-and-paste plagiarism ||
 * Gathers additional information, if needed to support a hypothesis ||
 * 5. Create or present a product  ||
 * Articulates knowledge and skills transferred from prior experiences to create or present the product or performance ||
 * Chooses a communication medium and format that best supports their purpose and intended audience ||
 * Communicates clearly and with a style that best supports their purpose and intended audience ||
 * Manipulates digital text, images, and data as needed from one location and/or format to a new context ||
 * Creates a product or performance which is analytical and persuasive ||
 * Demonstrates objectivity and consideration of more than one viewpoint ||
 * Uses multimedia technologies ||
 * Uses specialized software, as needed (e.g. spreadsheets, graphics, web design) ||
 * Designs and creates web sites ||
 * Generates charts, tables and graphs ||
 * Demonstrates an understanding of intellectural property, copyright and fair use of copyrighted material ||
 * **6. Evaluate the research experience** ||
 * Identifies skills that require practice and refinement and reflects on new learning ||
 * Responds constructively to instructor assessment ||
 * Responds constructively to peer feedback ||
 * Provides constructive feedback to peers when requested ||
 * Analyzes audience response to presentation ||
 * Uses a variety of evaluative strategies to assess their own performance, e.g. learning logs, reflective writing ||
 * Takes steps to improve skills in weak areas ||
 * Evaluates understanding and implementation of set task criteria ||
 * Acknowledges personal and group achievements ||
 * Analyzes effective problem-solving strategies ||
 * Acknowledges personal and group achievements ||
 * Analyzes effective problem-solving strategies ||