Proposed Proficiencies

Proposed information literacy proficiencies for students ready to move into upper-division coursework

Students who are ready to begin upper-division coursework can…

1. Identify gaps in their knowledge and recognize when they need information

For example, successful students:
A) Read and analyze assignments and class instructions
B) Frame appropriate research questions based on information needs.
C) Define a manageable focus and time-line for research projects
D) Determine the scope and depth of information needed

2. Find information effectively, using more than one type of research tool

For example, successful students:
A) Employ common strategies for narrowing or expanding searches such as Boolean
(logical operators), phrase searching, truncation, subject headings, etc.
B) Recognize the interconnections between published works by effectively using
bibliographies, citation indexes, etc.
C) Identify sources/resources (catalog, databases, print resources, free web, etc. that
are likely venues for finding information on their topic or written by people interested
in their topic.
D) Use the library to obtain materials that aren’t available locally.
E) Use digital tools and methods to locate and access information resources
F) Know that information is labeled and organized using systems

3. Evaluate the new information they find, using multiple criteria

For example, successful students:
A) Evaluate the timeliness, relevance, and accuracy of sources
B) Recognize bias and distinguish between facts and opinions.
C) Identify materials that are scholarly/academic/peer reviewed versus materials written
for a popular audience.
D) Evaluate the credibility of a source as it relates to the information needs of its
intended audience.
E) Are aware that they can use technology tools to evaluate the credibility of a source.

4. Treat research as an ongoing learning process

For example, successful students:
A) Integrate new information into their knowledge base, and draw inferences,
connections, and conclusions
B) Modify or revise their topic or thesis and/or develop new search strategies based on
research results
C) Understand that information searching requires time, diligence, and practice, and that
skills are learned over time
D) Maintain a research history using information technology tools

5. Legally and ethically use information and digital technologies

For example, successful students:
A) Accurately record information retrieved.
B) Use one or more standard citation styles to clearly identify the sources of information
they incorporate into their own work.
C) Understand and respect the concept, purpose, and practice of academic
honesty intellectual property rights.
D) Utilize others’ ideas in the service of their own Create, produce and communicate new
knowledge through synthesis.

6. Safely use information and communication technologies

For example, successful students:
A) Recognize potential health risks of some technologies.
B) Are aware of measures for protecting personal information.
C) Are aware of options to address health and safety issues arising from information
technology uses.

7. Effectively and productively use information technologies

For example, successful students:
A) Use digital tools and applications to record and produce information.
B) Record and Organize digital information resources.
C) Use digital tools and techniques to create and revise documents collaboratively.
D) Find, assess, acquire, learn and maintain the hardware and software needed to
accomplish information intensive tasks.

This document draws from the competencies, outcomes, proficiencies, or other guidelines found on the following pages:
• http://web.cocc.edu/finney/studentshaveachieved.htm
• http://www.cgcc.cc.or.us/Library/mission-policies/info-lit.htm
• http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm
• http://www.lanecc.edu/library/services/outcomes.htm
• https://teach.lanecc.edu/kenz/llc/userpages.html?thispage=74
• https://teach.lanecc.edu/kenz/llc/userpages.html?thispage=110
• http://osulibrary.oregonstate.edu/instruction/w121/session_outcomes.html
• TAC guidelines: http://oregonstate.edu/tac/
• OSU IL Competencies:
• http://osulibrary.oregonstate.edu/instruction/ug_comp.html