Information literacy skills are introduced, practiced, and reinforced within the Plan of Essential Education in EN 112, IS 101, RE 101, IS 201, and Scientific Reasoning courses. In addition, students will continue to develop discipline-specific information literacy skills with increasing sophistication throughout the major as part of projects and assignments embedded in required courses.
Students will find, use, and evaluate information appropriate for their learning tasks.
Wartburg College’s ILAC (Information Literacy Across the Curriculm) Plan is articulated through the library by identifying three levels of research literacy interaction that represent crucial time periods in student information literacy skill development and applying the student learning outcomes to these identified times. This method is a conceptual framework meant to help librarians and professors plot out the purpose of courses within a major.
The ILAC outcomes are assessed yearly both on a course level within courses and departments and on a program level by the ILAC Coordinator. The rubrics used for assessment by the ILAC Coordinator are attached below.
As part of the original Wartburg Plan of Essential Education, each department wrote and submitted an ILAC plan to the office of the Dean of Faculty. Librarians play an integral role with their liaison departments as revisions and updates occur.
Most of these plans are now out-dated. We hope to update the plans over the course of the next few years, alongside any revision of the Essential Education Plan.
The library articulates the ILAC outcomes through the following three levels of research interaction:
Novice Steps in information literacy include those courses in which the basics of information-seeking must be introduced in order to accomplish beginner-level research projects. Novice Steps may largely consist of 100-level courses, but, depending on the discipline, could include higher-level courses.
Novice Steps are officially addressed as part of Wartburg’s curriculum in the following Essential Education Courses:
Stepping Stones courses can be identified by their introduction to and requirement of major investment in discipline-specific resources. Complexity in search strategy, complexity in evaluation, and application of tools of evaluation are explored. Stepping Stones courses could be anywhere from 100 to 400-level courses; the identification is left to the discretion of librarians and professors.
In Masters Steps-level information literacy, mastery of the discipline-specific resources is expected as an outcome of the course. Again, as in Stepping Stones, application of and complexity in evaluation play a major role. New material focuses on introduction to lifetime information literacy. Master Steps also work well in addressing the application of the ethical use of information at a real-world level. Master Steps courses are most often those labeled “Capstone” or “Senior Seminar.”