Students will search multidisciplinary and psychology databases using topic relevant vocabulary in order to retrieve scholarly articles that are peer-reviewed, on-topic and relevant.
The information competent student:
2. Finds and uses search tools effectively and efficiently using a search strategy using keywords, synonyms or subject headings.
3. Locates and obtains the information.
4. Critically evaluates the information before using it by evaluating information for reliability, validity, accuracy, authority, timeliness and perspective or bias.
5. Organizes, synthesizes, integrates and ethically/legally applies the information.
We will touch on elements of all these broad competencies in our instruction session.
The overarching goal of Wesleyan’s QEP (Getting Information Skills Today, or GIST) has been to improve students’ information literacy skills by including multiple opportunities for a student to improve their research and writing based on their professor's feedback.
PSY 410 is one of twenty-five upper level and capstone courses representing all majors and taught in both Traditional and ASPIRE programs which were redesigned in order to include assignments requiring proficiency in defining a topic, critically evaluating information, analysis, organization, and ethical use of information. A typical GIST assignment contains multiple components such as a literature review, annotated bibliography, and multiple drafts of the research paper. At each step, faculty respond to the students’ work by making suggestions for improvement.
At the conclusion of the GIST assignment, each student’s information literacy competency will be assessed by Dr. Sanborn using an information literacy assessment rubric. The information literacy assessment rubric contains 21 questions based on these Information Literacy Competencies:
1) an information competent student critically evaluates the information retrieved before using it, and,
2) organizes, synthesizes, integrates, and ethically/legally applies information.
On a 5 point scale, 3 is the level at which acceptable competence is assessed.
The QEP has been supported by faculty development workshops, professional and peer tutoring in the Writing Center, peer tutors overseen by Student Success, library instruction sessions provided by faculty librarians, presentations and events sponsored by the Teaching and Learning Center and the efforts of administration, faculty, staff and students at NCWC!