This box explains labels displayed in this guide
Activity: Item can be used as a class activity; examples include group discussions and student peer review
Video: YouTube video explaining a process, concept or task
Assignment: Item that can be used as a graded assignment
Step–by–Step Instructions: Text and visuals explaining a process, concept, or task
Teaching Resource: Support material for an assignment, activity, etc.
DIY Tutorial: Instructions and questions inserted into an actual webpage. Guides user through a process, concept, or task.
Presentation: Slideshow explaining a process, concept or task
| Introductory | Intermediate | Advanced | |
|---|---|---|---|
| 1.a | Identify various forms of study, physical information sources, and technology use | Choose among various forms of study, physical information sources, and technology use in the library | Propose improvements to library services in terms of studying, access to physical information sources, and using technology in the library |
| Introductory | Intermediate | Advanced | |
|---|---|---|---|
| 1.b | Match information needs to information types | Match information needs to information types in the discipline | Adapt to emerging information processes and formats in a particular discipline |
| Introductory | Intermediate | Advanced | |
|---|---|---|---|
| 1.c | Identify challenges (finding "perfect source," fake news, confirmation bias) when interacting with information | Apply strategies to resolve or minimize information challenges | Demonstrate persistence, adaptability, and reflection while interacting with information |
| Introductory | Intermediate | Advanced | |
|---|---|---|---|
| 1.d | Identify various sources of research help (e.g. library and classroom faculty, library staff, peers, class & subject guides) | Use various sources of research help (e.g. library and classroom faculty, library staff, peers, class & subject guides, etc.) | Use various sources of research expertise (subject experts, subject librarians, etc.) |