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Research Fundamentals Tutorial

Tutorial Learning Outcomes and the ACRL Framework

Learning outcomes for this tutorial were fashioned around the Association for College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education

Adopted in 2016, the framework identifies six frames of information literacy for the college student. Within each frame are dispositions and knowledge practices that each student should be expected to develop. We designed this tutorial with learning outcomes to meet these dispositions and knowledge practices, as illustrated below.

View this information in table form (pdf).

Module 1: Forming a research question

Module outcomes; Students will be able to…

  • differentiate between a research topic and a research question.
  • identify subtopics and background information tools.
  • examine a research assignment for guidance on the parameters of a project.

ACRL Frame: Research as inquiry

Aligned dispositions: Learners who are developing their information literate abilities…

  • value intellectual curiosity in developing questions and learning new investigative methods.
  • maintain an open mind and a critical stance.

Aligned knowledge practices: Learners who are developing their information literate abilities…

  • seek appropriate help when needed.
  • formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information.

Module 2: Planning for research

Module outcomes; Students will be able to…

  • match information type with information source (e.g. background-encyclopedia. expose-newspaper).
  • identify the types information sources needed to address a variety of information needs.
  • list broad, narrow, and alternative keywords related to a research question.

ACRL Frame: Information creation as a process

Aligned dispositions: Learners who are developing their information literate abilities…

  • are inclined to seek out characteristics of information products that indicate the underlying creation process.
  • value the process of matching an information need with an appropriate product.
  • understand that different methods of information dissemination with different purposes are available for their use.

Aligned knowledge practices: Learners who are developing their information literate abilities…

  • assess the fit between an information product’s creation process and a particular information need.
  • articulate the capabilities and constraints of information developed through various creation processes.

Module 3: Finding sources

Module outcomes; Students will be able to…

  • select appropriate tools for finding different types of information (eg: finding reference, discipline-specific research, or general research databases).
  • use database tools to search, filter, and capture information
  • find database tools that are general to most databases (e.g. email, print, cite, etc.)

ACRL Frame: Search as Strategic Exploration

Aligned disposition: Learners who are developing their information literate abilities…

  • understand that first attempts at searching do not always produce adequate results.
  • realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search.

Aligned knowledge practices: Learners who are developing their information literate abilities…

  • match information needs and search strategies to appropriate search tools.
  • understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information.

Module 4: Evaluating sources 

Module learning outcomes; students will be able to…

  • identify authoritative markers (ex: author names, publication title) in an information source.
  • use markers of authority to identify information type and format.
  • explain how two sources on the same topic might provide different information based on source type and authority of the creator.

ACRL Frame: Authority is Constructed and Contextual

Aligned dispositions: Learners who are developing their information literate abilities…

  • develop and maintain an open mind when encountering varied and sometimes conflicting perspectives.
  • motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways.

Aligned knowledge practice: Learners who are developing their information literate abilities…

  • use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility.

Module 5: Incorporating sources

Module learning outcomes; students will be able to…

  • describe various modes of scholarly conversation.
  • recognize themselves as participants in scholarly conversation.
  • differentiate between quoting, summarizing, and paraphrasing.

ACRL Frame: Scholarship as conversation.

Aligned dispositions: Learners who are developing their information literate abilities…

  • see themselves as contributors to scholarship rather than only consumers of it.
  • recognize they are often entering into an ongoing scholarly conversation and not a finished conversation.

Aligned knowledge practices: Learners who are developing their information literate abilities…

  • identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge.
  • summarize the changes in scholarly perspective over time on a particular topic within a specific discipline.

Module 6: Managing sources & citations

Module learning outcomes; students will be able to…

  • identify the two parts of common citation systems: in-text citations and a list of works cited.
  • describe the value of citation to the student.
  • describe the basic elements of all citations.
  • select appropriate citation tools and guidance.

ACRL Frame: Scholarship as conversation

Aligned disposition: Learners who are developing their information literate abilities…

  • understand the responsibility that comes with entering the conversation through participatory channels.

Aligned knowledge practice: Learners who are developing their information literate abilities…

  • cite the contributing work of others in their own information production.

Module 7: Avoiding plagiarism

Module learning outcomes; students will be able to…

  • define plagiarism and its consequences at DCCC.
  • describe how context can affect whether use of others’ work is considered plagiarism.
  • select appropriate strategies for avoiding plagiarism.

ACRL Frame: Information has value

Aligned dispositions: Learners who are developing their information literate abilities…

  • respect the original ideas of others.
  • value the skills, time, and effort needed to produce knowledge.

Aligned knowledge practices: Learners who are developing their information literate abilities…

  • give credit to the original ideas of others through proper attribution and citation.
  • understand that intellectual property is a legal and social construct that varies by culture.

Module 8: Copyright & intellectual property

Module learning outcomes; students will be able to…

  • define copyright, public domain, and fair use.
  • describe how these concepts apply to their own intellectual property.  

ACRL Frame: Information has value

Aligned dispositions: Learners who are developing their information literate abilities…

  • value the skills, time, and effort needed to produce knowledge.
  • see themselves as contributors to the information marketplace rather than only consumers of it.

Aligned knowledge practices: Learners who are developing their information literate abilities…

  • understand that intellectual property is a legal and social construct that varies by culture.
  • decide where and how their information is published.
  • make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.

View this information in table form (pdf).