Saunders & Hinchliffe Frame: Information Apprenticeship in Community
I. Critical Thinking, Problem Solving, and Creative Thinking (1.1, 1.2, 1.3, 1.4, 1.5)
VI. Personal, Academic, and Career Development (6.1, 6.2, 6.4)
University of Buffalo Frame: Information Has Structure
I. Critical Thinking, Problem Solving, and Creative Thinking (1.1)
II. Communication (2.5)
III. Quantitative Analysis and Scientific Reasoning (3.1, 3.3)
V. Information, Technology, and Media Literacy (5.1, 5.2, 5.3)
VI. Personal, Academic, and Career Development (6.2)
Saunders & Hinchliffe Frame: Information Social Justice
I. Critical Thinking, Problem Solving, and Creative Thinking (1.1, 1.2, 1.3, 1.4, 1.5)
II. Communication (2.5)
III. Quantitative Analysis and Scientific Reasoning (3.1, 3.3)
IV. Social, Cultural, Environmental, and Aesthetic Perspectives (4.1, 4.2, 4.3, 4.4)
ACRL Frame: Information Has Value
ACRL Frame: Research As Inquiry
ACRL Frame: Information Creation As A Process
ACRL Frame: Searching As Strategic Exploration
ACRL Frame: Authority Is Constructed And Contextual
ACRL Frame: Scholarship As Conversation
Students will be able to define issues, problems, assumptions, or questions; collect relevant information in response to a question or issue; analyze and draw valid conclusions from statements, images, data, and other forms of evidence; and assess the consequences of their conclusions.
1.1 Define the issues, problems, assumptions, or questions being addressed.
1.2 Collect and analyze data and relevant information including that derived from different sources and alternative research.
1.3 Distinguish facts from opinions and biases.
1.4 Draw insights from multiple reliable sources of information to create solutions to problems and identify possible consequences of those solutions.
1.5 Use valid evidence and sound reasoning to support conclusions drawn about issues, problems, assumptions, or questions.
Students will demonstrate communication skills in reading, writing, listening, and speaking in order to exchange information, ideas, findings, or opinions effectively across disciplines and for varied audiences, with or without assistive devices or persons.
2.1 Read texts (visual, auditory, or tactile) critically in order to participate in academic discourse.
2.2 Employ the conventions of standard English to create original texts that clearly communicate ideas and information.
2.3 Orally communicate clear, well-founded, and developed ideas in an organized manner.
2.4 Attend to, interpret, and respond to verbal and nonverbal communication.
2.5 Recognize and interpret forms of visual or observable communication such as images, diagrams, film, and video.
Students will be able to analyze, estimate, use, and evaluate quantitative information using words, graphs, and symbols as well as apply scientific methods to questions regarding observable natural, physical, and social phenomena.
3.1 Apply quantitative and qualitative skills to the interpretation of data.
3.2 Use graphs and symbols to describe mathematical relationships and to establish sound arguments supported by accurate quantitative evidence.
3.3 Apply mathematical concepts to solve problems.
3.4 Employ scientific methods to form and test hypotheses.
3.5 Distinguish empirical evidence from speculation.
Students will be able to demonstrate knowledge of significant social, cultural, environmental, and aesthetic perspectives.
4.1 Describe how the interaction among social, economic, political, cultural, environmental, and historic factors affects the individual, society, and the environment.
4.2 Explain how culture influences different beliefs, practices, and peoples.
4.3 Recognize the contributions of fine arts, visual arts, literature, and performing arts in influencing the human experience.
4.4 Recognize the social and ethical responsibilities of the individual in society, explaining the value of choosing to interact with respect in differing cultural contexts.
Students will be able to locate, evaluate, synthesize, and use multiple forms of information employing a range of technologies.
5.1 Strategically search for, select, and evaluate multiple formats and sources of information for their authority, accuracy, credibility, and relevance, approaching research as an ongoing process of inquiry.
5.2 Effectively use technology to find, analyze, integrate, create, and communicate information and ideas.
5.3 Critically evaluate how information is created, communicated, and valued in textual, visual, aural, and tactile formats in different disciplines.
5.4 Identify the legal, ethical, social, and economic rights and responsibilities associated with the creation and use of information in various media and formats.
Students will be able to assess their own knowledge, skills, and abilities; set personal, educational, and career goals; work independently and in group settings; and identify lifestyle choices that promote self-reliance and physical, mental, and social health.
6.1 Develop, implement, and evaluate progress toward achieving personal, academic, career, and lifelong learning goals.
6.2 Demonstrate personal responsibility for choices, actions, and consequences, including but not limited to attending classes, being punctual, and meeting deadlines.
6.3 Work effectively and civilly with others, respecting cultural, gender, and other group and individual differences.
6.4 Identify and use appropriate resources to find answers, make choices, or solve problems.
Adopted by Academic Senate 10/24/07. Revised by the Committee on Teaching and Learning Spring 2014 and the Core Learning Skills Institute Summer 2014. Revised and adopted by Academic Senate 11/12/14, 2/25/15, 3/11/15, 3/25/15, and 4/22/15.
The Library 101 SLOs below will apply to the course through Summer 2025. We are in the process of updating the course, including the SLOs, for Fall 2025
Recognize themselves as active participants in the process of discovering, evaluating, using, and creating information within information communities, and identify the assistance available to them during that process. (See: SBCC ISLOs 1.1, 6.1, 6.2)
Apply knowledge of different types of sources and their creation processes, and knowledge of authority and credibility, to analyze others’ claims and to select appropriate sources for specific information needs. (See: SBCC ISLOs 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.4, 2.5, 3.1, 3.2, 3.5, 4.3, 5.1, 5.2, 5.3, 5.4, 6.4)
Identify the rights and responsibilities of information use and creation; analyze the power structures and other social factors affecting how information and misinformation may be shared or suppressed; and demonstrate academic honesty and ethical use of information. (See: SBCC ISLOs 1.2, 2.1, 2.2, 4.1, 4.2, 4.3, 4.4, 5.2, 5.3, 5.4, 6.2)
Apply knowledge of the varied ways information may be organized to develop effective search strategies, and to conduct, evaluate, and revise searches in order to achieve relevant results. (See: SBCC ISLOs 1.2, 3.1, 5.1, 5.2, 6.1)
Analyze the elements and characteristics of the research process and the processes of scholarly communication and knowledge building. (See: SBCC ISLOs 1.1, 1.4, 1.5, 2.1, 2.2, 2.4, 2.5, 3.4, 5.1, 5.2, 5.3)