UNIV 100: Documents Archive

This PowerPoint was prepared by librarian Jie Tian as part of her presentation at the 2013 Freshman Programs Retreat.

A recent handout on information literacy learning objectives and assignment ideas for UNIV 100

An assignment model for UNIV 100 which includes student outcomes, sample research topics, and directions for the research process.

A slide illustrating the different stages associated with the research process

A collection of individual cards from 2011, each containing a step in the research process. These cards may be printed and given in random order to students so that they may decide the most logical order of each research step.

A collection of individual cards from 2008, each containing a step in the research process. These cards may be printed and given in random order to students so that they may decide the most logical order of each research step.

A sample career-related research assignment from 2009

A copy of the rubric used to grade the 2009 sample career exploration assignment

A handout with specific questions designed to help increase student awareness, understanding, and appreciation of the research journey in UNIV 100

A presentation on assessment gains, 2011-2013, as well as discussion on new assessment approaches to be explored 2014.

This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically.

The presentation slides used on 4/23/15 at the Advisory Board meeting to introduce the Freshman Programs Information Literacy Redesign.