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The Randall Library Faculty information literacy portal's purpose is to provide resources to the UNCW faculty and facilitate the incorporation of information literacy into the curriculum. Resources addressing the information literacy requirements of specific academic departments and guides on the creation of Student Learning Outcome (SLO’s) are included below.

Information is available through libraries, community resources, special interest organizations, media, and the Internet--and increasingly, information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, and reliability. In addition, information is available through multiple media, including graphical, aural, and textual, and these pose new challenges for individuals in evaluating and understanding it. The sheer abundance of information will not in itself create a more informed citizenry without a complementary cluster of abilities necessary to use information effectively. Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning http://www.ala.org/acrl/standards/informationliteracycompetency.

This component of the University Studies program is designed to foster the development of students’ information literacy skills by requiring three information literacy intensive courses: The First Year Experience and two additional information literacy intensive courses, with at least one in the major field of study. Students are required to take 9 hours from this component. The following are the Common Student Learning Outcomes for Information Literacy courses. These are aligned with the UNCW Learning Goals. Each course in this category must address all of the Common Student Learning Outcomes for the category, and list these Common SLOs along with course-specific SLOs in the course syllabus. Proposals for inclusion in the category will describe the opportunities which will be provided for students to learn the outcome (readings, class discussion and/or activities, applied projects) and list the specific sources of evidence (papers, projects, quizzes, exams, etc.) that will be used to determine the level of student understanding. The student will:

  • IL 1. Be able to determine the nature and extent of information needed to solve a problem. [Inquiry; Information Literacy; Critical Thinking]
  • IL 2. Access information effectively and efficiently from a variety of sources. [Information Literacy; Critical Thinking]
  • IL 3. Evaluate information critically and incorporate appropriate information into his or her knowledge base. [Inquiry; Information Literacy; Critical Thinking]
  • IL 4. Individually, or as a member of a group, use information effectively to accomplish a specific purpose. [Information Literacy; Critical Thinking; Thoughtful Expression; Teamwork]
  • IL 5. Understand many of the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally. [Information Literacy; Critical Thinking] http://uncw.edu/universitystudies/informationliteracy.html

Assessment Information for Faculty

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Student Learning Outcomes

  • Aligning Outcomes and Assessments
  • Defining Effective Student Learning Outcomes for Your Course

Information Literacy Standards/Research Competencies for Subjects

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