Until information need is met and/or enough information has been collected to support a research argument, students and library users will differentiate library services and find sources and information using library resources, pair searching techniques with relevant tools in order to engage in the research process and develop a research question/topic, and identify and evaluate scholarly sources for appropriateness, relevance, authority, and bias.

Users will identify the different library services and different library collections. (Cognitive domain)

Enabling Objectives: (All Cognitive)

• Classify and identify the various collections held within the library.
• Explain how library collections are organized.
• Describe and identify the various library services.
• Demonstrate proper use of the Library of Congress Classification system.
• Identify search tools located on the library website.

Users will find resources and information using the library catalog and library resources. (Cognitive domain)

Enabling Objectives: (All Cognitive)

• Describe different search field categories.
• Formulate a search query to find an item.
• Find items using one or more descriptors.

Users will match searching techniques with appropriate search tools. (Cognitive domain)

Enabling Objectives: (All Cognitive)

• Explain when to use advanced search.
• Conduct a search using subjects.
• Demonstrate proper use of controlled vocabularies, keywords, and natural language in search queries.

Users will develop a research question/topic. (Cognitive domain)

Enabling Objectives:

• Choose a research question/topic. (Cognitive domain)
• Break down complex questions into simple ones in order to limit scope. (Cognitive domain)
• Use scholarly sources to find background information and support an argument. (Cognitive domain)
• Demonstrate persistence and flexibility while conducting research (Affective domain)
• Formulate research questions based on information gaps or information already gathered. (Cognitive domain)
• Monitor the progress of research and information collection (Cognitive domain)
• Determine when they have enough information to complete their research. (Cognitive domain)
• Draw conclusions based on evidence analysis and interpretation. (Cognitive domain)

Users will understand the importance of attribution and copyright laws. (Cognitive domain)

Enabling Objectives: (All Cognitive)

• Articulate and distinguish the meanings of copyright, fair use, open access and the public domain.
• Summarize the importance of intellectual property issues.
• Give credit to original ideas through attribution.
• Use a given citation style.

Users will recognize that authoritative content comes in a variety of formats. (Cognitive domain)

Enabling Objectives: (All Cognitive)

• Identify authoritative sources and content in informal and formal venues.
• Recognize that information is perceived differently depending on how it is packaged.
• Transfer knowledge of capabilities and constraints to new types of information products.

Users will understand that certain systems and formats privilege authorities and may disempower others’ ability to participate and engage in the conversation. (Cognitive domain)

Enabling Objectives: (All Cognitive)

• Define different types of authority (subject expertise, societal position, special experience).
• Use research tools to identify credibility of sources.
• Explain the ways disciplines inherently acknowledge authorities.

Users will recognize that a work does not represent the whole perspective on an issue. (Cognitive domain)

Enabling Objectives: (All Cognitive)

• Recognize issues of access or lack of access to information sources.
• Recognize that scholarly conversations take place across different venues.

Users will recognize that scholarly conversations are ongoing and not complete. (Cognitive domain)

Enabling Objectives: (All Cognitive)

• Describe the social nature of the information ecosystem.
• Explain the ways in which all researchers – students included – influence scholarly conversations.