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Page history last edited by Jackie Bryan 8 years, 2 months ago




1.1 The information literate student defines and articulates the need for information.


b. Develops a thesis statement and formulates questions based on the information need.


Based on the assignment description, librarians can help students identify questions to be answered.



In SSC102, students are asked to determine if a country if a “friend or foe” of the United States.  Librarians can raise questions that need to be answered:  What is the current relationship of the two countries? What is the past relationship of the two countries?  Are there any significant issues/incidents between the two countries?


In ENG122 students must develop cultural analyses of the poem "Dulce Et Decorum Est." During a library session the librarian discusses the poem's cultural background and assists them in defining the issues that could be researched as part of the assignment.


d. Defines or modifies the information need to achieve a manageable focus


Librarians assist students in refining a search.



In PSY121, students are given an example of narrowing a database search from 4,000+ articles to 14:  Biopolar disorder > treatment > drugs > drug therapy > lithium > side effects.


In the Library Tutorial, students are assisted with understanding how to define the task at hand based on the assignment given. 


Many of the Library's LibGuides are assignment specific, with a structured approach to assisting the student to understand the context, depth and breadth of the assignment. 


In ACC 498, students use one online resource as part of a project to evaluate businesses: Standard & Poor's NetAdvantage. This online business resource provides the students with much of the needed information; at first, students quite often are uncertain where to begin their research; the faculty librarian provides instruction on understanding how to define what information they need, and what search terms to use in order to locate the information.


1.4 The information literate student reevaluates the nature and extent of the information need.


a. Reviews the initial information need to clarify, revise, or refine the question


Librarians may suggest refining a topic based on the results of a search.



In PSY121, an initial database search on the causes of Alzheimer’s disease may be redirected from “proteins” to “genes,” based on search results.


In POL499, students are required to use primary and secondary resources in their research - during the course of the semester, the faculty member brings the students to the library for an instruction session which focuses on locating information which will form the foundation for their paper; as the research progresses, the students work through the process of clarifying their information needs, revising their thesis statement, and refining their focus and their writing. Students come back to the library indivudally to continue working owith the faculty librarian in order to continue developing the right questions and to locate supporting documentation.  


As students in ENG122 review the social issues surrounding the poem "Dulce Et Decorum Est," they learn about WWI and often realize that they need to find background information on the time period in order to understand the poem.


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