Information Literacy Instruction Program at UTSA Libraries

A toolkit for librians and faculty

UTSA Undergraduate Information Literacy Learning Outcomes

These learning outcomes were based on the ACRL Framework for Information Literacy in Higher Education


 Authority is Constructed and Contextual

Students will be able to:

  • Identify different types of authority within scholarship and society depending on their information need
  • Utilize research tools and techniques to examine the credibility of sources
  • Apply an appropriate degree of criticism towards authoritative sources in order to consider new perspectives, additional voices, and new schools of thought
  • Develop their own authoritative voice, while understanding the responsibility this brings in an increasingly connected and social world


 Information Creation as a Process

Students will be able to:

  • Recognize different types of information creation, formats, production, and delivery as well as how those fit with the students’ current information need


Information has Value

Students will be able to:  

  • Recognize and provide attribution for the original thoughts of others
  • Analyze issues of access and representation within information production
  • Make informed decisions about where and how their information is published
  • Distinguish types of intellectual property and appropriate use based on terms of copyright, fair use, open access, and the public domain


Research as Inquiry

Students will be able to:

  • Formulate an appropriate scope of investigation to address information needs and gaps, while realizing that research questions may need to be refined
  • Demonstrate persistence and creativity when faced with complex research circumstances.
  • Incorporate information from various sources, including inconsistent or contradictory information


Scholarship as Conversation

·   Students will be able to:       

  • Contribute to the scholarly conversation through creation, evaluation, and critique
  • Differentiate multiple viewpoints given a scholarly work may only represent a single perspective
  • Develop familiarity with the sources of evidence, methods, and modes of discourse in the field.


Searching as Strategic Exploration

Students will be able to:

  • Determine an appropriate scope for their research through brainstorming and focusing
  • Identify who may produce information on a topic and how to access that information
  • Select appropriate search methods and resources for a given research question
  • Reflect upon utilized research strategies and continually refine search processes
  • Utilize discipline-specific terminology and search tools