Information Competence Activities and Student Learning Outcomes in Biology 1 (Plant Biology)

Table for Biology 1: Plant Science

.doc file | .pdf file | Biology Info Comp Project | Biological Sciences Dept.

Course Assessment Table (Plant Science) based on Association of College and Research Libraries Information Competency Standards for Higher Education (Approved by ACRL Board, January 18, 2000)

Standard One The information literate student determines the nature and extent of the information needed.
1. The information literate student defines and articulates the need for information. Students need information for their plant growth study, which requires a final written report for completion.
2. The information literate student identifies a variety of types and formats of potential sources for information. Students use journals available at the Clark Library. They also use electronic, full-text articles.
3. The information literate student considers the costs and benefits of acquiring the needed information. Students are encouraged to make hand-written notes at the library or to e-mail useful information to their computers.
4. The information literate student reevaluates the nature and extent of the information need. Not addressed.

Standard Two The information literate student accesses needed information effectively and efficiently.
1. The information literate student selects the most appropriate investigative methods or information retrieval system for accessing the needed information. Students need help in this area. BIOSIS would be their best choice for this assignment.
2. The information literate student constructs and implements effectively-designed search strategies. Not addressed.
3. The information literate student retrieves information online or in person with a variety of methods. Students collect information from web pages or photocopy journal pages.
4. The information literate student refines the search strategy if necessary. Not addressed.
5. The information literate student extracts, records, and manages the information and its sources. Students share information in cooperative group sessions. They discus the information and seek help from instructors for clarification of concepts.

Standard Three The information literate student evaluates information and its sources critically and incorporates selected information into his/her knowledge base and value system.
1. The information literate student summarizes the main ideas to be extracted from the information gathered. Students help each other in preparing the first draft. They attempt, in cooperative group sessions, to construct outlines for the introductory and discussion parts of the paper.
2. The information literate student articulates and applies initial criteria for evaluating both the information and its sources. Not addressed.
3. The information literate student synthesizes main ideas to construct new concepts. Students first develop sub-concepts which are later used to understand relationships between plant structure and function. They are only able to link these concepts after several lecture sessions and laboratory activities.
4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. Students examine reports of earlier studies, and they often cite these studies in support of their findings.
5. The information literate student determines whether the new knowledge had an impact on the individual's value system and takes steps to reconcile differences. Not addressed.
6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners. They discuss scientific information in their cooperative groups.
7. The information literate student determines whether the initial inquiry should be revised. Students are asked to come up with new questions for further research, arising from their present study.

Standard Four The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
1. The information literate student applies new and prior information to the planning and creation of a particular product or performance. A final report is prepared and is written in the typical format used for scientific journals.
2. The information literate student revises the development process for the product or performance. Students develop photographs of their adult plants. They plan and develop data presentation in cooperative groups - graphs and tables.
3. The information literate student communicates the product or performance effectively to others. Not addressed.

Standard Five The information literate student understands many of the economic, legal, and social issues surrounding the use of information and access and uses of information ethically and legally.
1. The information literate student understands many of the ethical, legal, and socioeconomic issues surrounding information and information technology. We talk about the importance of evaluating the presentation, source and reliability of the information.
2. The information literate student follows the laws, regulations, institutional policies, and etiquette related to the access and use of information resources. Not addressed.
3. The information literate student acknowledges the use of information in communicating the product or performance. Students are encouraged to accurately list references.

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