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Library Instruction

Examples of options and tools developed by librarians for students. Faculty and staff are encouraged to peruse these options and then contact their liaison or subject librarian to arrange a classroom visit or consult

Library Instruction Team

 

Information Literacy Dispositions

Dispositions are attitudes or beliefs about information that we feel are characteristic of a person that is working to become information literate. These are reflective of a critical mindset that students strive to attain in order to make sense of the world around them.

  • Exhibit mental flexibility and creativity and persist in the face of search challenges
  • Maintain an open mind and critical stance throughout the information process
  • Manage search processes and results effectively 
  • Develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview
  • Develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys

Information Literacy Learning Outcomes

Learning outcomes are different than dispositions in that they are more demonstrable skills that can be evidenced through learning experiences. (Numbering is not indicative of significance.)

1. Use various research methods, based on need, circumstance, and type of inquiry

2. Seek multiple perspectives during information gathering and assessment in order to recognize that a given scholarly work may not represent the only--or even the majority-- perspective on the issue

3. Define different types of authority, such as subject expertise (e.g. scholarship,) societal position (e.g. public office or title), or special experience (e.g. participating in a historic event)

4. Monitor gathered information and assess for gaps or weaknesses

5. Recognize they are often entering into an ongoing scholarly conversation and not a finished conversation; and recognize the contribution of important voices in that conversation

6. Distinguish primary from secondary sources for a given research question; demonstrate an understanding of the interrelatedness of primary and secondary sources for research

7. Respect the original ideas of others by giving credit to the ideas of others through proper attribution

8. Describe and/or participate responsibly in the information creation process.

 

Kenyon Instructors that would like to incorporate Library Learning Outcomes in their classes should contact their Subject Liaison and/or take a look at our Library Instruction Menu.