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Information Literacy: Information Literacy Program

Information Literacy Defined

(Adopted by the ConnSCU Board of Regents March 2012)

According to TAP(Transfer and  Artiuculation Policy), Continuing Learning/Lnformation Lliteracy  is one of the embedded competencies  necessary  for students success. The goal is to  develop the ability  to access, evaluate and apply information needs throughout their academic, professional and personal lives.

Intfomation literacy is a lifelong skill beneficial to the development of independent critincal thinkers.

An Information literate student is able to:

  • Determine the extent of information he or she needs.
  • Access and retrieve needed information effectively and efficiently.
  • Differentiate between and Online catalog and article database.
  • Choose the appropriate resource for finding information for research.
  • Select websites suitable for academic use.
  • Evaluate  information and its sources critically
  • Understand the difference between scholarly and popular journals.
  • Organize the information.
  • Apply information effectively to accomplish a specific purpose.

 

 

 

Library Instruction Contacts

Dr. Clara A. Ogbaa, Director of Library Services

(203) 285-2058

L202B

cogbaa@gatewayct.edu

 

Todd Hampton, Information Literacy Librarian

(203) 285-2615

L102

thampton@gatewayct.edu

 

Martha Lipowski, Head of Reference

(203) 285-2053

L202F

mlipowski@gatewayct.edu

 

Mike Cifferelli, Head of Technical Services

(203) 285-2052

L103A

mcifferelli@gatewayct.edu

 

Shauna DeStefano, Reference and Instruction Librarian

(203) 285-2059

L101

scarrano@gatewayct.edu

 

Jianxin Yang, Reference and Instruction Librarian

(203) 285-2158

L202E

jyang@gatewayct.edu

Make a Difference

 

Consider how these standards can be used to develop the information literacy skills of your students.

·         Make students more aware of the limitations within their current textbooks.

·         Go beyond Google in order to benefit from the world of academic literature.

·         Consult and incorporate current research into course assignments

·         Make primary research more accessible by promoting key authors and core journals.

·         Encourage critical evaluation of opposing viewpoints.

Cite sources for content used in lectures, notes and research papers.

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