Recent uclalib_il items

The Core Competencies - Research and Information Literacy at UCLA

Mon, 11 Nov 2019 00:00:00 +0000

The Core Competencies for Research and Information Literacy at UCLA provides a foundation for teaching and evaluating research skills and information literacy. Recognizing that there are varying needs across disciplines and experience levels, this document is intended as a starting point that can be adapted for specific contexts.

This document provides:

* a concise summary of the core competencies and their relationship to the ACRL Framework for Information Literacy;

* a toolkit of learning outcomes, activities, and assessment techniques for each core competency;

* and an example assessment rubric.

Authors and Contributors

This document was created by the UCLA Library Teaching & Learning Functional Team, 2018-2019

Project leads: Doug Worsham, Diane Mizrachi, Monica Hagan

Contributors: Joy Doan, Nisha Mody, Renee Romero, Robert Gore, Elizabeth Cheney, Margarita Nafpaktitis, Julia Glassman, Reed...

UCLA Information Literacy Program. Blended Instruction Course (BICo) Task Force Report

Tue, 11 Oct 2005 00:00:00 +0000

In Spring 2005, the UCLA Information Literacy Program charged a Task Force to investigate blended instruction options for information literacy credit courses and labs. The BICo Task Force was charged with investigating and making recommendations for a model 1-unit information literacy blended instruction course which would combine elements of in-person and online instruction. The Task Force looked into existing blended instruction courses, both for information literacy and for other disciplines, including those proposed by faculty in response to a 2004 UCLA Office of Instructional Development RFP for blended instruction courses, and made recommendations regarding expected learning outcomes, curricula, assignments and grading, instructional formats, types of technology (hardware & software) used to teach "blended courses," and assessment of effectiveness, as well as training needs.

Information Literacy at UCLA: The Core Competencies

Thu, 17 Mar 2005 00:00:00 +0000

Information Literacy at UCLA: The Core Competencies

Faculty Focus Groups: UCLA Information Literacy Initiative

Thu, 17 Mar 2005 00:00:00 +0000

The UCLA Library’s Information Literacy Initiative sponsored faculty focus groups in May 2003 to gather information on faculty's perspectives on undergraduate students' abilities to locate information efficiently, evaluate it, and use it effectively and ethically. Twenty-seven faculty from a variety of disciplines and departments across the campus participated in the discussions.

A review of the transcripts indicates that the participants have many concerns surrounding this issue. Most notably were students' lack of understanding regarding the issues surrounding plagiarism and intellectual property; the inability of students to critically evaluate the quality of the material they have found; and students' lack of understanding of what constitutes the scholarly process (how that differs in different disciplines, how to not only gather information, but to analyze it, synthesize what is found and come up with their own interpretation of the material).

Faculty indicated...

Information Competence at UCLA: Report of a Survey Project

Mon, 3 Feb 2003 00:00:00 +0000

Librarians have long had anecdotal evidence that undergraduates do not possess adequate information skills for some of the coursework they are required to complete. To obtain an objective measure of their information competence, the UCLA Library's Instructional Services Advisory Committee (ISAC) conducted an assessment project. The committee created a list of competencies and a survey instrument, which was administered to a sample of 453 undergraduates in Spring 1999. This report explains the research problem and methodology, explores the findings and conclusions of the research project, and makes recommendations based on the data.

The main goal of the project was to identify ways to make library instruction more effective at UCLA. A practical objective was to obtain data to use in discussions with faculty about students' information and research skills, the impact of those abilities on students' coursework, and the potential of library instruction to improve them.

The...