The Learning Outcomes of the Library are developed keeping in mind the Standards set forth by the ACRL and the new 2015 Framework for Information Literacy for Higher Education. Also of great importance, the Learning Outcomes are in tune with Institutional Learning Outcomes of the College, such as providing students with: Knowledge and Skills, Intellectual Engagement, Interdisciplinary Approaches, Ethical Behavior, and Engagement with Self and World. The Pillars of the College's Strategic Plan are also present in our thinking, with the following being central to the Library's role: Distinctiveness, Community, Resources, Scholarship and Presence. Finally, the College's Mission of providing students with an "engaging personalized experience leading to a fulfilling life of service and ethical leadership in the global community," is central to our modus operandi at the Library.
Accordingly, the Learning Outcomes we have created embrace the College's ideals along with the new ACRL Framework's emphasis on metaliteracy and metacognition, or critical self-reflection. Our goal is that students can learn to do the following:
Develop research questions which can be articulated, are intriguing - with self reflection on what is understood and not understood about a topic in order to contextualize the research inquiry process, demonstrate the ability to find the controversies of the topic and realize how traditional information sources may not provide answers.
Be able to find, and use library resources, physically and virtually, and other formats of information to identify the most appropriate for research - demonstrating an awareness of conversations/sources crossing disciplines, society, cultures, and less privileged groups, including how each produces information and how we value it - and show how we maintain the information establishment or question it.
Develop a variety of strategies using appropriate and various library resources - realizing the continual nature of the process, to undertake an effective and efficient search examining a wide range of bibliographic materials both traditional and untraditional.
Use critical thinking skills to evaluate information showing an understanding that with authority comes responsibility, that there a different types of authority, that authority should be challenged - demonstrate whose viewpoint is being heard, and whose viewpoint is missing, and why.
Follow ethical and legal principles in analyzing and using information, with awareness of plagiarism and showing respect for the intellectual rights of others, maintaining an open mind and recognizing the importance of a global and cultural perspective on information.
Synthesize and create a scholarly work - and contribute to an ever-present scholarly conversation -engage at appropriate levels such as with fellow students or professors, other colleges, conferences, global scholars, the classroom, college community, local online community, guided discussion, undergraduate research journal, or presentation of some kind.