|Context||Provide context for the assignment and explain how it fits into the course.|
|Audience||A real-world audience can provide motivation and context to an assignment.|
|Process||Give feedback at different stages in the research process such as topic selection and a rough draft.|
|Share||Have students share their work with classmates by posting to a discussion board, creating a poster, or giving a presentation.|
|Topic Selection||Help students get started with subject encyclopedias, news aggregators such as Science Daily and EurekAlert, or Need a Topic? databases.|
|Searching for Information||Recommend specific research guides, databases, or websites rather than just the library in general.|
|Evaluating Information||Give students guidance in critically reading and evaluating sources.|
|Using Information||Inform students how to avoid plagiarism and get citation help.|
|Avoid||Requiring students to find only print sources (an e-book version of a book is usually the same content as the print version) or find information on obscure topics.|
|Handout||Provide students with a handout with clear guidelines to follow. This will also assist students who get academic support from librarians and tutors.|
|Academic Support||Include links and contact information for librarians, tech support and tutoring services|
The guidelines above are a simplified version of the planning checklist below.
Information Literacy, an Essential Learning Outcome adopted by Lansing Community College, is the ability to know when there is a need for information and to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. - Adopted from the National Forum on Information Literacy
This guide was adapted by Suzanne Bernsten from a guide created by Anne-Marie Deitering and licensed by Oregon State University Library under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.