| Fearless Learning SLO | IL Frame | IL Practice - The InfoLit student will: |
|---|---|---|
| Develop a questioning approach to define and narrow a topic. | Research as Inquiry |
Identify unresolved questions.
• Formulate questions based on gaps in information.
• Develop a thesis statement or hypothesis.
• Develop a plan and timeline to acquire the needed information
• Identify appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork, user surveys etc.)
• Realize that information may need to be constructed from raw data
• Evaluate the quantity, quality, and relevance results as evidence to address the question.
• Evaluate whether alternative investigative methods are needed
|
| Create a flexible search strategy for an assignment. | Searching as Strategic Exploration |
Create a search plan.
• Determine and implement the best strategy to solve the information need
• Identify keywords and phrases that define the information needed
• Employ strategies to achieve a manageable research focus.
• Employ appropriate search strategies for different information sources (e.g., online databases,
search engines, library Discovery, etc.)
• Use specialized online or in-person services available at the institution to retrieve information
needed (e.g., interlibrary loan/document delivery, professional associations, institutional research
offices, community resources, experts and practitioners)
• Evaluate whether alternative information sources are needed based on the quantity, quality, and relevance of results
|
| Develop ideas and synthesize sources within a document or presentation. | Information Creation as Process |
Know that information is developed, dynamic and fluid.
• Understand the processes underlying both knowledge creation and the final product in order to critically evaluate information for use as evidence
• Understand that information is formally and informally produced, organized, and disseminated.
• Identify the purpose and audience of resources (e.g., popular vs. scholarly, current vs. historical)
• Choose a communication medium and format that best supports the purposes of the product and the intended audience
|
| Evaluate a variety of sources for the ethical and logical uses of evidence. | Authority is Constructed and Contextual |
Recognize expertise within a discipline.
• Ask relevant questions about the origins, context, and suitability of resources for the information need
• Understand the difference between primary and secondary sources
• Evaluate information for bias, prejudice, deception, or manipulation
• Recognize the cultural, physical, or other context within which the information was created
• Evaluate the reasonableness and accuracy of the conclusions by questioning the limitations of information sources and strategies
• Identify markers of authority when engaging with information, understanding the elements that might temper that authority
• Understand that many disciplines have acknowledged authorities and well known scholars and publications, but that some scholars would challenge these authorities
• Understand that authoritative content may be packaged formally or informally, and may include user-generated information
• Understand the different types of feedback mechanisms in traditional and social media platforms
|
| Use written and oral communication to convey meaning and build credibility. | Scholarship as Conversation |
Know that everyone is invited to the conversation.
• Understand that ideas are formulated and debated over time.
• Understand that they are entering into an ongoing scholarly conversation, not a finished conversation
• Seek, compare, and critically evaluate contributions made by others within the scholarly conversation
• Contribute to the scholarly conversation by voicing their perspective in relation to the scholarship of the discipline
• Recognize that knowledge is organized into disciplines that influence the way information is accessed
|
| Comprehend how to use appropriate style conventions and language to create the types of texts used to shape and share information within a discipline/profession. | Information has Value |
Accept that creators must be acknowledged.
• Information can act as a commodity for financial, social, or civic gains.
• Information is property affected by economic, sociological and political influences
• Online activity can be used for economic gain
• Cite sources using the appropriate style
• Identify verbatim material and quote using the appropriate style
• Differentiate between the production of original information and remixing or re- purposing open resources
• Understand what constitutes plagiarism and refrains from representing work attributable to others as their own
• Understand the purpose and characteristics of copyright, open access, and public domain
• Understand issues related to privacy and security in both the print and electronic environments, as well as human subjects research
• Understand that intellectual property is a social construct that varies by culture.
|
Source: Florida International University. http://libguides.fiu.edu/c.php?g=453413&p=3097558