Literacy Thesis Statement

Literacy Thesis Statement-32
Books that have large pictures, bright colors, and different textures are appealing to children under six months of age.Infant language development up to one year still uses books that include large pictures of familiar objects.

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In fact, working with faculty, staff, and departments in this programmatic way is vital to meeting the library mission “to provide the services and resources necessary to develop an information literate population” and vision to “support the transformation of information into knowledge for all members of the GCC community.” The Library cannot achieve these goals alone – the responsibility for information literacy needs to be shared across the campus.

By breaking down information literacy into achievable student learning outcomes that we can teach and assess, we can ensure that we are meeting the standards we have set for ourselves. Information literacy is the ability to determine an information need and then find and use quality information to meet that need.

Often, “information literacy” is used interchangeably with “research.” An information literate person is not only a successful researcher; they are also a lifelong learner and creator of knowledge, able to successfully engage with a changing information environment on an ongoing basis.

Additionally, information literacy is required by our accrediting agency, the New England Association of Schools and Colleges (NEASC).

Specifically, information literacy concepts can be found under Standard 4, the Academic Program: These outcomes will help instructors, departments, and programs to develop, implement, teach, and assess an information literacy program.

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