Helping equip students for lives of vocation and service
Learning holistically requires the ability to discover and evaluate information needed to draw conclusions; this aptitude is at the core of the information-literacy program at Wheaton College. Embedded in the general education curriculum, the four-step information-literacy plan helps students think critically about the access, creation, and use of information, while also developing skills and strategies to serve them beyond college. Based on the , the information-literacy program is designed to help students:
- Understand that human authority is constructed and contextual and evaluate sources accordingly.
- Understand and successfully navigate the diversity and complexity of the information environment.
- Understand that information has value.
- Practice research as inquiry.
- Engage in scholarship as a conversation.
- Demonstrate that searching is exploratory.
Students receive information-literacy instruction in the following sequence within the curriculum:
1. First-Year Seminar (FYS)
The online tutorial in FYS introduces students to the foundations of academic research. Students learn about the types of information, how scholarly texts are produced, how to perform basic searches on the library website, and academic practices like citation (see details here). The tutorial is embedded in the Schoology course, and students must achieve a seventy percent to pass.
2. Advanced Integrative Seminar (AIS)
The online tutorial in AIS builds on the previous tutorial, going more deeply into the concept of the scholarly conversation. Students learn about the questions asked in each academic discipline; in addition, students learn strategies and resources to help integrate faith and learning (see details here). Learning is applied to a research paper that meets course outcomes. The tutorial is embedded in the Schoology course, and students must achieve a seventy percent to pass.
3. Course in the Major (CIM)
Instruction in the CIM equips students with skills and resources to think and research like scholars in their fields. Students learn about research within their academic disciplines and spend time exploring discipline-specific tools and resources. Preferred delivery is in-class with the professor and library faculty member in collaboration; instruction can also be delivered via an online module outside of class time. Learning is applied to a research project that meets course outcomes.
Capstone instruction prepares students for information access, creation, and use beyond Wheaton College in one of two sessions. Students who choose the professional track will learn about transferring academic research skills into “information” skills valued in the workplace. Students who choose the academic track will learn about the wider context of scholarly communication. Instruction is delivered primarily through a workshop outside of class time, but faculty can choose an alternate method of in-class or online instruction (only the professional track is offered in online form).
If you have any questions about information literacy at Wheaton College, please contact .