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Information Literacy: 7 CCBC Competencies

CCBC Information Literacy Mission Statement

The mission of the CCBC library instruction program is to develop information-seeking abilities in the CCBC community. Librarians collaborate with faculty to provide instruction in gathering, evaluating, and applying information for life-long learning. The program promotes ACRL information literacy core competencies, which state that an information literate individual is capable of:

•  Identifying the information need;

•  Finding the information;

•  Evaluating the information;

•  Using the information effectively and ethically.

7 CCBC Competencies

Graphic depiction of the CCBC 7 competencies.

7 CCBC Competencies

A CCBC graduate:

1. Understands the research process is inquiry based and begins with building background knowledge.

2. Recognizes that there are different types of information that are organized and used in different ways.

3. Identifies key concepts of an open-ended question and broadens or narrows to suit the assignment.

4. Chooses information sources based on criteria appropriate to the assignment.

5. Values varying points of view in information resources and recognizes their own point of view.

6.. Locates information sources from library databases using basic database functionality and simple search strategies.

7. Uses information ethically.

Student Learning Outcomes for the 7 CCBC Competencies

Two student learning outcomes accompany each competency.  The Beginning student learning outcome is appropriate for an entry level class. The Developing student learning outcome is appropriate for all other CCBC classes.

1.   Understands the research process is inquiry-based and begins with building background knowledge.

Beginning:   Conducts background research in order to begin a project or paper.

Developing:  Demonstrates that the research process is nonlinear, iterative, and unique in order to create new knowledge.

2.   Recognizes that there are different types of information that are organized and used in different ways.

Beginning:  Recognizes that academic work may require information resources that are not freely available or easily accessed via the Internet in order to explore the breadth, depth, and context of their topic.

Developing:  Develops an awareness of the interconnection of information resources in order to trace the origin of an idea.

3.   Identifies key concepts of an open-ended question, broadening or narrowing to suit the assignment.

Beginning:  Refines a broad research topic into a focused research question in order to determine key concepts and develop a thesis or hypothesis.

Developing:  Creates a research question that may have more than one right answer, or no right answer in order to provide evidence to support their argument.

4.   Chooses information sources based on criteria appropriate to the assignment.

Beginning:  Considers relevant questions about a resource's claims, origins, authority, and purpose, as well as the context in which it will be used in order to gauge its credibility and appropriateness for the assignment.

Developing:  Demonstrates effective use of different types of information (e.g., journal/magazine, background/specific) in order to give evidence for a thesis.

5.   Values varying points of view in information resources and recognizes their own point of view.

Beginning:  Investigates differing viewpoints encountered in research in order to develop an informed argument or hypothesis.

Developing:  Critiques the content of a source for objectivity and thoughtful use of research in order to choose appropriate sources to support an informed argument or hypothesis.

6.   Locates information sources from library databases using basic database functionality and simple search strategies

Beginning: Selects an appropriate search tool (such as Smart Search or a subject database) and conducts an effective keyword search in order to find academic sources for an assignment.

Developing: Refines a search as necessary by using alternative search terms, limiters, and subject headings in order to find information on a particular research question.

7.   Uses information ethically.

Beginning:  Provides citations as necessary, in an appropriate documentation style, in order to avoid plagiarism and strengthen individual credibility as an academic writer.

Developing: Distinguishes between personal ideas and the intellectual property of others in order to ethically use information and demonstrate academic integrity.