Barr, Robert B. & John Tagg. "From Teaching to Learning: A New Paradigm for Undergraduate Education." Change 27 no. 6 (November-December 1995) 12-25.
Battersby, Mark. So, What's a Learning Outcome Anyway? Learning Outcomes and the Learning Paradigm.
Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (January 2000)
PDF version. These Standards, Performance Indicators, and Outcomes, characteristic of information literate undergraduate students, are intended for institutions to adopt or
adapt locally as guidelines for developing curricula, teaching and assessments of learning outcomes. See sections of the Introduction:
- Information Literacy Defined expands and supersedes the definition of the American Library Association Presidential Committee on Information Literacy (1989);
- Information Literacy and Information Technology distinguishes between information literacy and computer literacy or fluency with information technology;
- Information Literacy and Higher Education diverges from generic, basic, and supposedly transferable information literacy skills for 'lifelong learning' to foundational competencies expected of first-year undergraduates and prerequisite for disciplinary research and information use according to accreditation standards;
- Information Literacy and Pedagogy emphasizes inquiry-guided, problem-based, and evidence-based learning, beyond information retrieval and resource-based learning, acknowledging the profound influence of the
Boyer Commission on Educating Undergraduates in the Research University report, Reinventing Undergraduate Education: A Blueprint for America's Research Universities;
- Use of the Standards promotes their use as a framework for assuring student development;
- Information Literacy and Assessment citing Bloom's cognitive taxonomy, distinguishes between lower-order information gathering skills and higher-order inquiry, critical thinking, analysis and reasoning from evidence.
CSU Information Competencies Project. List of
Council of Writing Program Administrators, Outcomes Statement for First-Year Composition.
Louisiana Tech University. Expected Outcomes for all Louisiana Tech Graduates in Curricula Effectiveness Survey.
Middle States Commission on Higher Education. Characteristics of Excellence in Higher Education: Eligibility Requirements and Standards for Accreditation. 12th ed. Philadelphia: Middle States Commission on Higher Education, 2006. Standard 11 Educational Offerings.
Penn State University. Characteristics of Information Literate Penn State Students (April 1998).
Pierce College Abilities
Washington State University, Critical Thinking Project: The Critical Thinking Rubric.
5. Identifies and assesses the quality of supporting data/evidence and provides additional data/evidence related to the issue.
Wisconsin Association of Academic Librarians (WAAL), Competencies and
Criteria for Academic Libraries in Wisconsin (October 1998).
Last modified March 15, 2007
by Boris Teske, Prescott Memorial Library,
Louisiana Tech University, Ruston, LA 71272