Information Literacy

Information Literacy

RVCC Information Literacy Assessment

  • The Information Literacy Modulesis an online course in Canvas.
  • The Library Director adds all incoming students into the information literacy assessment.
  • It does not affect GPA or appear on official transcripts.
  • If you have any questions, please contact the library at jallen@ccsnh.edu

Who has to take it? All students entering River Valley Community College are encouraged to review the modules.

 

Image result for acrl framework

ACRL IL Framework

From The Association of College and Research Libraries Framework for Information Literacy for Higher Education

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.

The Frameworkis organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically:

  1. Authority Is Constructed and Contextual
  2. Information Creation as a Process
  3. Information Has Value
  4. Research as Inquiry
  5. Scholarship as Conversation
  6. Searching as Strategic Exploration
  7. ACRL Framework Handout for Faculty

To the Faculty:

Recent qualitative research indicates that students:

  • Have difficulty formulating a research question
  •  Do not make effective and efficient use of their time
  • Are not aware of the wide variety of information choices and formats available to them
  • Do not systematically and critically evaluate the sources they do find
  • Tend to use web-based electronic information sources found through search engines over other formats
  • Place more value on current electronic information sources than on more in-depth discussions often found in books or journal articles

The following comptencies derived from these standards serve as outcomes for the RVCC Library Instruction Program:

Level

Information Literacy Competencies

First Year

  • Develops successful research strategies
  • Explores general information sources to increase familiarity with the topic
  • Identifies keywords, synonyms and related terms
  • Identifies a variety of types and formats of potential sources for information including books, websites, journals, magazines, and newspapers
  • Distinguishes between scholarly and popular sources

Second Year

  • Identifies and uses sources related to their major area of study including electronic databases, reference books, and core journals
  • Implements the search strategy adapting to various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
  • Implements the search using investigative protocols appropriate to the discipline
  • Evaluate sources using a specific set of criteria

 

Information Literacy Report: Library Instruction Sessions

Year

# of Sessions

# of Students

Programs Receiving Library Instruction

2009

27

518

  • Occupational Therapy
  • Physical Therapy
  • Nursing
  • Medical Assistant
  • Education
  • Business
  • Liberal Arts
  • ENG Comp

2010

24

608

  • Physical Therapy Assistant
  • Nursing
  • Early Childhood Education
  • Intro to Research
  • Intro to College Studies
  • Liberal Arts
  • Human Services
  • Science
  • Business
  • Biological Science
  • Nursing PN
  • Instructional Services (Reading)

2011

32

639

  • Instructional Services (Reading)
  • Nursing Freshmen
  • Nursing 2nd Year
  • Biological Science
  • Liberal Arts
  • Early Childhood Education
  • Macroeconomics
  • Nursing PN
  • Psychology

2012

17

471

  • Nursing
  • Liberal Arts
  • Early Childhood Education
  • Macroeconimics
  • Nutrition
  • Biology

2013

26

421

  • Liberal Arts
  • Business
  • Occupational Therapy Assistant
  • WorkReady
  • Nursing
  • Science
  • Early Childhood Education
  • Biology
  • Psychology
  • Nursing PN

2014

17

303

  • Business
  • WorkReady
  • Massage
  • Psychology
  • Early Childhood Education
  • Computer Science
  • Environmental Science
  • Liberal Arts
  • Nursing

2015

33

370

  • Occupational Therapy Assistant
  • WorkReady
  • Nursing
  • Liberal Arts
  • Human Services
  • Social Sciences
  • Computer Science
  • Early Childhood Education
  • Bioloigical Science

2016

34

573

  • Occupational Therapy Assistant
  • WorkReady
  • Nursing
  • Liberal Arts
  • Human Services
  • Social Sciences
  • Computer Science
  • Early Childhood Education
  • Bioloigical Science
  • Psychology
  • Communications
  • History
  • Foundations of Education
  • Humanities
  • PT/OT

2017

43

548

  • Occupational Therapy Assistant
  • WorkReady
  • Nursing
  • Liberal Arts
  • Human Services
  • Social Sciences
  • Computer Science
  • Early Childhood Education
  • Bioloigical Science
  • PT/OT
  • Children's Literature
  • Massage

Information Literacy Assessment in Blackboard: Results

Year

# of Students

Average Grade

2017

213

85.58

2016

150

89.0

2015

295

77.25

 

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(603) 542-7744
rivervalley@ccsnh.edu
1 College Place
Claremont, NH 03743

 

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