LibGuides: Integrating Information Literacy into the Curriculum: Introduction

Purpose and scope of the guide

The purpose of this guide is to provide support for faculty seeking to deepen their understanding of information literacy. It aims to assist faculty in effectively integrating information literacy into their course and discipline. Use the tabs on the left to access resources, assignment ideas, and ways to collaborate with Library Faculty.

General Education Information Literacy Goal

The HACC general education information literacy goal and its associated outcomes and competencies are as follows:

Goal: Students can demonstrate the ability to locate, evaluate, integrate and credit information effectively.
- Student locates sources relevant to topic
- Student selects quality sources for the research need
- Student integrates sources to support Purpose
- Student citation of information reflects appropriate discipline requirements

In order to determine if a general education course is meeting this goal, the College Wide Assessment Committee has developed the following rubric to help assess whether or not students are meeting the information literacy goal.

Rubric for General Education Information Literacy Assessment
IL Outcomes/Competencies	Entry (0)	Developing (1)	Established (2)	Advanced (3)
Student locates sources relevant to topic (locate)	Does not locate any sources	Locates inadequate or insufficient number of sources	Locates adequate and sufficient number of sources	Locates optimal variety and number of sources
Student selects quality sources for the research need (evaluate)	Selects sources with no consideration of quality	Selects sources with little consideration of quality	Selects credible and quality sources	Clearly distinguishes the relevance and credibility of sources (including academic sources)
Student integrates sources to support purpose (integrate)	No integration of content in the sample	Limited integration of content	Adequate integration of content	Effective integration of content
Student citation of information reflects appropriate discipline requirements (credit)	Does not include citations or in-text references	Citations and in-text references are often missing	Uses citations and in-text references with some errors.	Uses citations and in-text references correctly with minor errors.