INFORMATION LITERACY COMPETENCY MATRIX
Question |
ACRL Standard |
Course/Workshop/Orientation |
|
1. Which of the following is a characteristic
of articles found in scholarly journals? a.
contain glossy pictures and advertisements b.
report news events in a timely manner c.
describe a methodology d.
provide an author’s opinion or viewpoint about an event |
Standard One The
information literate student determines the nature and extent of the
information needed. Performance Indicator #2 The
information literate student identifies a variety of types and formats of
potential sources for information. Outcome #4
Identifies the purpose and audience of potential resources (e.g. popular vs.
scholarly, current vs. historical). |
Orientation Booklet
(introduction) FRS 130 (Library Workshop) FRS 140 |
|
2. Which of the following titles would be
considered the title of a popular magazine? a.
Journal of Higher Education b.
U.S. News and World Reports c.
Economic Review d.
American Journal of Political Science |
Standard One The
information literate student determines the nature and extent of the
information needed. Performance Indicator #2 The
information literate student identifies a variety of types and formats of
potential sources for information. Outcome #4
Identifies the purpose and audience of potential resources (e.g. popular vs.
scholarly, current vs. historical). |
Orientation Booklet
(introduction) FRS 130 (Library Workshop) FRS 140 |
|
3. Which of the
following is not a secondary source? a.
a literary text, such as Absalom, Absalom! by William
Faulkner b.
books about Absalom, Absalom! c.
journal articles written by Faulkner about Absalom,
Absalom! d.
dissertations about Absalom, Absalom! |
Standard One The
information literate student determines the nature and extent of the
information needed. Performance Indicator #2 The
information literate student identifies a variety of types and formats of
potential sources for information. Outcome #5 Differentiates between
primary and secondary sources, recognizing how their use and importance vary
with each discipline. |
FRS 140 |
|
4. Conducting a survey would be an example
of? a.
tertiary research b.
secondary research c.
primary research d.
historical research |
Standard One The
information literate student determines the nature and extent of the
information needed. Performance Indicator #2 The
information literate student identifies a variety of types and formats of
potential sources for information. Outcome #5 Differentiates between
primary and secondary sources, recognizing how their use and importance vary
with each discipline.
Standard Two The information literate student accesses needed
information effectively and efficiently.
Performance Indicator #3 The
information literate student retrieves information online or in person using
a variety of methods. Outcome #4 Uses surveys, letters,
interviews, and other forms of inquiry to retrieve primary information. |
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|
5. Which of the
following contains an example of truncation? a.
dogs and kittens b.
dogs or cat c.
kitt* and dogs d.
cat not kitt |
Standard Two The information literate student accesses needed
information effectively and efficiently.
Performance Indicator #2 The
information literate student constructs and implements effectively designed
search strategies. Outcome #4 Constructs a search
strategy using appropriate commands for the information retrieval systems
selected (e.g. Boolean operators, truncation, and proximity for search
engines; internal organizers such as indexes for books). |
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|
6. Which of the following does not contain a
Boolean operator? a.
cars and trucks b.
cars not trucks c.
cars near trucks d.
cars behind trucks |
Standard Two The information literate student accesses needed
information effectively and efficiently.
Performance Indicator #2 The
information literate student constructs and implements effectively designed
search strategies. Outcome #4 Constructs a search
strategy using appropriate commands for the information retrieval systems
selected (e.g. Boolean operators, truncation, and proximity for search
engines; internal organizers such as indexes for books). |
Orientation Booklet (fall) |
|
7. When using a
library’s online catalog for finding books, a subject search on John Grisham
would find? a.
magazine articles written by the author b.
books written about the author and his works c.
newspaper and magazine articles about the author and his
works d.
books written by the author |
Standard Two The information literate student accesses needed
information effectively and efficiently.
Performance Indicator #3 The
information literate student retrieves information online or in person using
a variety of methods. Outcome #2 Uses various
classification schemes and other systems (e.g. call number systems of
indexes) to locate information resources within the library or to identify
specific sites for physical exploration. |
Orientation Booklet (fall) FRS 130 (Library Workshop) FRS 140 |
|
8. To find books written by Margaret Mead,
you would use a library’s online catalog to do a/an: a.
title search b.
author search c.
subject search d.
performance search |
Standard Two The information literate student accesses needed
information effectively and efficiently.
Performance Indicator #3 The
information literate student retrieves information online or in person using
a variety of methods. Outcome #2 Uses various classification schemes and other systems (e.g.
call number systems of indexes) to locate information resources within the
library or to identify specific sites for physical exploration. |
Orientation Booklet (fall) FRS 130 (Library Workshop) FRS 140 |
|
9. The following…. Adams, Margot. “A
Conversation With Eudora Welty.” Southern
Voices: An Anthology. Ed. Tamara Kingsley. New York: Random House, 1998. 35 – 41. is a bibliographic citation for
a: a.
journal article b.
personal interview c.
world wide web site d.
book chapter |
Standard Two The information literate student accesses needed
information effectively and efficiently.
Performance Indicator #5 The
information literate student extracts, records, and manages the information
and its sources. Outcome #3 Differentiates between
the types of sources cited and understands the elements and correct syntax of
a citation for a wide range of resources. |
FRS 140 |
|
10. The following…. Mathews, Lawrence. “Urban Development and Growth.” AmericanSpectator. May 1998:
23 – 30. is a bibliographic citation for
a: a.
book b.
subject encyclopedia c.
journal article d.
world wide web site |
Standard Two The information literate student accesses needed
information effectively and efficiently.
Performance Indicator #5 The
information literate student extracts, records, and manages the information
and its sources. Outcome #3 Differentiates between
the types of sources cited and understands the elements and correct syntax of
a citation for a wide range of resources. |
FRS140
|
|
11. A bibliographic citation for a World Wide
Web site should contain: a.
information about external links b.
the date the site was accessed c.
members of the organization d.
contact information |
Standard Two The information literate student accesses needed
information effectively and efficiently.
Performance Indicator #5 The
information literate student extracts, records, and manages the information
and its sources. Outcome #4 Records all pertinent
citation information for future reference. |
Style Guide to Online ResourcesFRS 140 |
|
12. Which of the
following best represents a Uniform Resource Locator (URL)? a.
http://www.millennium2000.org/events/ b.
658.009 L653d c.
smith@prodigy.com d.
HG 7402.3 L8555 |
|
Orientation Booklet (fall) FRS 130 FRS 140 |
|
13. Which of the following is an important
criterion that you should use to evaluate information found on a web site? a.
file size b.
authority c.
location d.
bandwidth |
Standard Three The
information literate student evaluates information and its sources critically
and incorporates selected information into his or her knowledge base and
value system. Performance Indicator #2 The
information literature student articulates and applies initial criteria for
evaluating both the information and its sources. Outcome #1 Examines and compares
information from various sources in order to evaluate reliability, validity,
accuracy, authority, timeliness, and point of view or bias. |
FRS 130FRS 140 Research Guides by Topic |
|
14. If you are writing a paper on animal
rights and you use information from a web site produced by PETA—the People
for the Ethical Treatment of Animals, which web site evaluation criterion
should you consider? a.
location b.
bias c.
currency d.
links |
Standard Three The
information literate student evaluates information and its sources critically
and incorporates selected information into his or her knowledge base and
value system. Performance Indicator #2 The
information literature student articulates and applies initial criteria for
evaluating both the information and its sources. Outcome #1 Examines and compares
information from various sources in order to evaluate reliability, validity,
accuracy, authority, timeliness, and point of view or bias. Outcome #3 Recognizes prejudice,
deception, or manipulation. |
FRS 130FRS 140Research Guides by Topic |
|
15. To find peer-reviewed or refereed
information on a topic of interest, you would most likely look for: a.
websites on your topic b.
personal interviews with experts on your topic c.
journal articles on your topic d.
newspaper articles on your topic |
Standard One The
information literate student determines the nature and extent of the
information needed. Performance Indicator #2 The
information literate student identifies a variety of types and formats of
potential sources for information. Outcome #4
Identifies the purpose and audience of potential resources (e.g. popular vs.
scholarly, current vs. historical). |
Orientation Booklet (fall) FRS 130 FRS 140 |
|
16. Which of the following is the name of a
periodical database? a.
InfoTrac b.
Yahoo c.
Alta Vista d.
Lycos |
Standard Two The information literate student accesses needed
information effectively and efficiently.
Performance Indicator #1 The
information literate student selects the most appropriate investigative
methods or information retrieval systems for accessing the needed
information. Outcome #5 Investigates the scope,
content, and organization of information retrieval systems. |
Orientation Booklet (fall) FRS 130 FRS 140 |
|
17. Which of the following is the name of an
Internet Search Engine? a.
Lexis-Nexis Universe b.
JSTOR c.
http://www.whitehouse.gov/ d.
Google |
Standard Two The information literate student accesses needed
information effectively and efficiently.
Performance Indicator #1 The
information literate student selects the most appropriate investigative
methods or information retrieval systems for accessing the needed
information. Outcome #5 Investigates the scope,
content, and organization of information retrieval systems. |
Orientation Booklet (fall) FRS 130 FRS 140 |
|
18.
Periodical databases will lead you to: a.
books about people, places and events b.
magazine and journal articles c.
web sites containing magazine and/or book articles d.
reference books on a specific subject |
Standard Two The information literate student accesses needed
information effectively and efficiently.
Performance Indicator #1 The
information literate student selects the most appropriate investigative
methods or information retrieval systems for accessing the needed
information. Outcome #4 Selects efficient and
effective approaches for accessing the information needed from the
investigative method or information retrieval system. |
Orientation Booklet (fall) FRS 130 FRS 140 |
|
19. Not giving proper acknowledgement for
another writer’s work, thought, or argument is known as: a.
originalism b.
citation c.
referencing d.
plagiarism |
Standard Five The
information literate student understands many of the economic, legal, and
social issues surrounding the use of information and accesses and uses
information ethically and legally. Performance Indicator #2The information
literate student follows laws, regulations, institutional policies, and
etiquette related to the access and use of information sources. Outcome #6 Demonstrates an
understanding of what constitutes plagiarism and does not represent work
attributable to others as his/her own. |
FRS 140 |
|
20. If you collect images from the Word Wide
Web and then compile these images into a web site, paper, or display for a
class project with a collective title that has your name as author, you have: a.
plagiarized b.
destroyed intellectual content c.
infringed on copyright law d.
improved scholarly communication |
Standard Five The
information literate student understands many of the economic, legal, and
social issues surrounding the use of information and accesses and uses information
ethically and legally. Performance Indicator #1 The
information literate student understands many of the ethical, legal, and
socio-economic issues surrounding information and information technology. Outcome #4 Demonstrates and
understanding of intellectual property, copyright, and fair use of copyrighted material. |
