The ILAC goal and outcomes are currently under revision, intended to be completed in AY 2018-19. The proposed revision is quoted here:
Information literacy skills and concepts are introduced in IS101, IS201, EN112, Com 112, RE101, and Scientific Reasoning courses and are embedded in these courses’ respective goals and outcomes.
Developing and proficiency level information literacy skills and concepts are developed in discipline-appropriate contexts throughout the major using the goal and outcomes below as a guide (departments will find their own specific wording on rubrics and match it with the appropriate outcome).
The goal and outcomes of the ILAC plan support the development of Wartburg’s Common Learning Outcomes, particularly those of broad and integrative knowledge and deep and distinctive knowledge.
Goal: Students will make effective use of library and other information resources in order to participate as knowledgeable, responsible members within their disciplines and society.
The assessment data for both Essential Education courses outcomes and departmental outcomes is gathered by the General Education Committee. The information is then analyzed by both the GEC and the ILAC Coordinator.
The assessment process is evolving towards its final form and may rely on any future GEC larger revisions.
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.
Because all of these plans are now out-dated, we do not link to them here. If you would like see the plan for a department, please contact the ILAC Coordinator.
The Essential Ed Plan articulates the ILAC outcomes through the following three levels of research interaction:
Introductory information literacy is found in those courses in which the basics of information-seeking must be introduced in order to accomplish beginner-level research projects.
Introductory information literacy outcomes are officially addressed as part of Wartburg’s curriculum in the following Essential Education Courses:
Developing information literacy is found in courses that 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. Developing level courses could be anywhere from 100 to 400-level courses; the identification is left to the discretion of librarians and professors.
Proficiency in information literacy skills and concepts is discipline-specific, just as developing skills are. Application of and complexity in evaluation play a major role at this level. New material focuses on introduction to lifetime information literacy. Proficient information literacy students address the application of the ethical use of information at a real-world level. Courses at the proficient level are most often those labeled “Capstone” or “Senior Seminar.”