| Students should be able to recognize the need to find information and begin to understand the value of finding information to support/challenge their own ideas and opinions. | Starts with the faculty member; reinforced by librarians | |
| Students should be able to understand that there are differences among information sources and can search several kinds of sources to retrieve information. | The librarian usually leads with faculty support | |
| Students should be able to review information retrieved to assess the reliability of each source and consider whether or not the amount of information is sufficient to address the issue. | The librarian may lead initially; faculty makes the ultimate determination from student's work or performance | |
| Students should be able to examine and compare information from various sources and determine the probable accuracy and reliability of the content. They should also be able to identify an author's thesis and the basic structure of the information and read with an open mind. | Faculty leads in classroom or other course context; student may also consult librarians, external subject experts or peers | |
| Students should be able to organize content to support the purposes of their product and develop topics in essay or other format. They should also be able to prepare an annotated bibliography and use the designated editorial style appropriately. | Faculty leads; can be reinforced by librarians | |
| Document Sources & Observe Copyright Laws | Students should be able to understand what plagiarism is and not plagiarize. They should also be able to use appropriate documentation style for citing sources. | Faculty and librarians jointly and continuously reinforce and support |
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Last revised: 5/2008
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Delaware Technical Community College