JOURNAL OF PUBLIC AFFAIRS EDUCATION - Naspaa

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Information Literacy in Public Affairs CurriculumTable 1.ContinuedAccessingSourcesUnderstands howinformation isproduced anddisseminated; developsand implementsa search strategyappropriate to thediscipline.Performance indicators:Students identifyvarious types andformats of potentialinformation sources.Standard 2:Information-literatestudent accesses neededinformation effectivelyand efficiently.Performance indicators:Selects the mostappropriate investigativemethods or retrievalsystems for accessingneeded information;retrieves information onlineor in person by usinga variety of methods.Blackboard, e-mail andAOL Instant Messengerare used for Web-basedclass communication.Research paperinstructions include aminimum acceptablenumber of academicsources. Students beginresearch process by usingsubscription databases,print resources, and theWorld Wide Web topresent a preliminary listof resources to consult.EvaluatingSourcesReviews retrievedinformation inorder to assess thereliability of eachsource; modifies searchstrategies to ensure thatinformation retrievedis as comprehensive aspossiblePerformance indicators:Students refine searchstrategy, if necessary,then extract, record, andmanage the informationretrieved.Students are introduced toacademic journals in thesubject area and reviewinitial research results.They also review, evaluate,and revise informationretrieved, and continueresearch process if moreinformation is needed.Results of initial literaturereviews are posted forcomments and suggestionsfrom the professor andother students.EvaluatingContent(Includes thefollowing:Learner achievesunderstanding,and thenincorporatesselectedinformationinto his/herknowledgebase and valuesystem.)Understands thevalue of informationwithin a disciplineor profession, as wellas its contradictions,the author’s researchmethodology, and otherunique characteristics.Selects informationthat provides evidenceneeded at a professionallevel, and skillfullyintegrates newinformation with priorknowledgeStandard 3:Information-literate studentcritically evaluatesinformation and itssources. Selectedinformation then isincorporated into thestudent’s knowledge baseand value system.Performance indicators:Students summarize mainideas from informationgathered; articulate andapply initial criteria forevaluating informationand its sources; andsynthesize main ideas toconstruct new concepts.Students prepare draftsof papers on resolvingan ethical dilemma, andinclude evaluations ofinformation sources, pluspossible actions or policiesto resolve dilemma.Resolution may result inadvocating one courseof action and presentingreasons why this approachis preferred.288 Journal of Public Affairs Education
Information Literacy in Public Affairs CurriculumTable 1.ContinuedUsingInformation for aSpecific PurposeUnderstandingIssues Affectingthe Use ofInformationObserving Laws,Regulations andInstitutionalPoliciesExpertly organizescontent that supportsthe student’s product orperformance; producesnew knowledge in thediscipline or developsnew strategies as apractitioner; and alsoconsiders the value offurther research thatuses alternative methodsor strategiesUnderstands issues ofintellectual property,copyright, the fair useof copyrighted material,human subject research,and other emergingor reemerging ethicalissues.Performance indicators:Students compare newknowledge to priorknowledge, and determinecontradictions,added value, or otherunique characteristicsof information. Theyvalidate understanding andinterpretation by discoursewith other individuals,subject-area experts and/orpractitioners.Standard 4:Information- literatestudent — individuallyor as a group member— effectively uses informationto accomplish aspecific purpose.Performance indicators:Revises developmentprocess for the product orthe performance; effectivelycommunicates theproduct or performance.Standard 5:Information- literatestudent understandsmany of the economic,legal and social issuessurrounding the use ofinformation; also canethically and legally accessand use information.Performance indicators:Students follow laws,regulations, institutionalpolicies, and etiquetterelated to the accessand use of informationresources.Students use informationand reasoning to resolveethical dilemmas, or tostate why they cannot beresolved. Students offeralternatives to existingpolicies, procedures,or priorities. Drafts ofpapers are reviewed bystudents and professor;comments andsuggestions are received;then papers are revisedand final versions aresubmitted.Students understandthe privacy and securityconcerns of someethical dilemmas, anduse proper citationsto acknowledge use ofinformation sources andworks by others.Note. Table format and contents adapted from “Developing Research &Communication Skills: Guidelines for Information Literacy in the Curriculum(Figure 2. Learning Goals Across Academic Level),” by the Middle StatesAssociation of Colleges and Schools’ Commission on Higher Education, 2003,pp.11-12. Copyright 2003 by the Middle States Commission on Higher Education.Journal of Public Affairs Education 289
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