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Intermediate IL classes take place in English 102 classes and students are expected to delve deeper into information literacy by exploring peer-review, beginning to match information needs to information types, refining research questions, and beginning to explore how scholarly conversations are shaped by exploring foundational thinkers and absent voices. Course content includes flipped content requiring librarians and faculty to collaborate and assign content before a class session which might include tutorials, videos, short readings, podcasts, initial database searches. Class content includes discussion, database demonstration, individual searching, group work.
Library Department Learning Outcomes
Explain the peer review process. (RC)
Develop new, specific research questions after conducting an initial search in order to refine general research questions. (RI)
Compare information-sharing access between marginalized and privileged groups.
Describe how the unique contributions two or more types of information (background, scholarly, trade, statistic, image etc.) can contribute to their research question. (ICP)
Identify an acknowledged authority/foundational thinker related to their area of inquiry. (ACC)
or, Create an annotated author biography in order to evaluate authority as evaluation tool/understand expertise.
Explore what voices may be absent from available research, or student's initial investigation on their topic. (ACC, RC)
External (English) Departmental Learning Outcomes
Identify and apply strategies for planning, drafting, and revising advanced expository, argumentative, and research essays for academic audiences.
Document source material appropriately using MLA (or other designated) format.
Recognize the ways that other academic disciplines document sources.
Use appropriate technology to identify and locate sources for college writing.
Analyze, evaluate, compare, and synthesize source materials and use them effectively in assigned essays.