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Course Assessment Template
| Standard One The information literate student determines the nature and extent of the information needed. |
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| 1. The information literate student defines and articulates the need for information.
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| 2. The information literate student identifies a variety of types and formats of potential sources for information.
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| 3. The information literate student considers the costs and benefits of acquiring the needed information.
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| 4. The information literate student reevaluates the nature and extent of the information need.
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| Standard Two The information literate student accesses needed information effectively and efficiently. |
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| 1. The information literate student selects the most appropriate investigative methods or information retrieval system for accessing the needed information.
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| 2. The information literate student constructs and implements effectively-designed search strategies.
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| 3. The information literate student retrieves information online or in person with a variety of methods.
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| 4. The information literate student refines the search strategy if necessary.
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| 5. The information literate student extracts, records, and manages the information and its sources.
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| Standard Three The information literate student evaluates information and its sources critically and incorporates selected information into his/her knowledge base and value system. |
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| 1. The information literate student summarizes the main ideas to be extracted from the information gathered.
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| 2. The information literate student articulates and applies initial criteria for evaluating both the information and its sources.
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| 3. The information literate student synthesizes main ideas to construct new concepts.
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| 4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
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| 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.
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| 6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
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| 7. The information literate student determines whether the initial inquiry should be revised.
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| Standard Four The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. |
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| 1. The information literate student applies new and prior information to the planning and creation of a particular product or performance.
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| 2. The information literate student revises the development process for the product or performance.
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| 3. The information literate student communicates the product or performance effectively to others.
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| 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. |
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| 1. The information literate student understands many of the ethical, legal, and socioeconomic issues surrounding information and information technology.
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| 2. The information literate student follows the laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
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| 3. The information literate student acknowledges the use of information in communicating the product or performance.
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This page maintained by Charity Hopecbhope@email.sjsu.edu
Updated 5
April 2002 SJSU Library
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