Information literacy is the ability to recognize when information is needed and to locate, evaluate, and effectively use the needed information. Inside the framework of Shoreline’s Information Literacy Program students will access, use and evaluate information in a variety of formats, keeping in mind social, legal and ethical issues surrounding information access in today's society.
According to the Association of College and Research Libraries Information Literacy Framework:
Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. Information literacy is a spectrum of abilities, practices, and habits of mind that extends and deepens learning through engagement with the information ecosystem. It includes:
• understanding essential concepts about that ecosystem;
• engaging in creative inquiry and critical reflection to develop questions and to find, evaluate, and manage information through an iterative process;
• creating new knowledge through ethical participation in communities of learning, scholarship, and civic purpose; and
• adopting a strategic view of the interests, biases, and assumptions present in the information ecosystem.
Information literacy is integral to the intellectual development of students at Shoreline Community College and is among the General Education Outcomes for the college. The library faculty collaborates with faculty among all disciplines to promote and instill Information Literacy outcomes into the curriculum.
Library Mission:
Our user-centered library is committed to teaching, creating, and managing powerful resources in collaboration with students, faculty, and staff. We connect people with knowledge and create lifelong independent learners.
We provide instructional programs to support our students’ wide range of educational goals and learning styles. The College community benefits from the instruction program both in and out of the classroom and contribute expertise and feedback so that the program achieves continued growth in relevant directions.
The library instruction program is designed to achieve the following goals:
The one-shot library workshop is defined as a librarian providing instruction to a class for one day only. These workshops typically involve only familiarizing students with library resources to complete an assignment. Information literacy concepts are included in the lesson plan, but are discussed in depth. This is most common with face-to-face or hybrid classes.
Embedded librarianship refers to a librarian “embedding” themselves into course which results in the course instructor and the librarian becoming “co-teachers”. The instructor focuses on course content and the librarian teaches information literacy making connections to the course content and provides more in depth knowledge of library resources. This can show up in face-to-face, hybrid, and online courses. The librarian can create canvas modules for the instructor to import into their and/or hold face-to-face library workshops. Example of ENG102 course with an embedded librarian.
Course description ENGL 101 (as of March 2013): Students write essays that display focus, organization, appropriate style, and technical control. They develop skills in critical thinking and close reading of texts and respond in writing and discussion to assigned topics.
Desired Information Literacy learning outcomes for this course typically include:
The Framework Concepts applicable to the learning outcomes are:
Course description ENGL 102 (as of March 2013): Students write research essays on various topics. Using both traditional and new information technologies, they develop skills as researchers, critical thinkers and writers of documented analysis and argumentation. Themes of individual sections are available at the online English page. Prerequisites: Completion of ENGL& 101 with a grade of 2.0 or better. Student option grading.
Desired Information Literacy learning outcomes for this course typically include:
The Framework Concepts applicable to the learning outcomes are:
First course of three quarters of Gen. Chem. for science and engineering majors. Includes scientific measurement, atomic structure, nomenclature, stoichiometry, aqueous solutions and reactions, gas laws and theory, basic thermodynamics and nuclear chem. Course includes lecture and seminar. Concurrent enrollment in CHEM 181 is required. Prerequisite: Recent high school chemistry or CHEM& 121 with a 2.0 or better and ENGL 099, EAP 099, or placement into ENGL& 101 and placement into MATH& 141; or instructor permission. Mandatory decimal grading.
Desired information literacy learning outcomes typically include:
The Framework Concepts applicable to the learning outcomes are:
Describes organizing framework foundational to the nursing program. Concepts include: critical thinking, nursing process, patient-centered care, homeostasis, and environment with emphasis on human needs and lifespan regarding the older adult. Socialization into the nursing profession is emphasized.
Desired information literacy learning outcomes typically include:
The Framework Concepts applicable to the learning outcomes are:
The recognition and etiology of diseases of the periodontium. This is the first course in a series of three consecutive courses in periodontology, and provides fundamental knowledge in the field of dental hygiene.
Desired information literacy learning outcomes typically include:
The Framework Concepts applicable to the learning outcomes are:
Updated: 9/27/2019
Contact: TaChalla Ferris
