Information Literacy: Because We C.A.R.E.
Information Literacy means being able to access critical information using the tools of today, knowing the amount and quality of information that fits the task at hand, and being able to evaluate and analyze it appropriately to solve a problem.
These are the skills that are necessary for continued success in life, continued learning, career success and the ability to adapt in a changing world.
Forsyth Tech feels these skills are of vital importance for students in this Information Age. To emphasize this, the slogan Information Literacy: Because We CARE is being used for its QEP campaign. The CARE acronym stands for essential skills (Communicate, Access, Research, and Evaluate) that are beneficial to students.
The Quality Enhancement Plan (QEP) is a five-year plan aimed at enhancing student learning. The plan has been created by students, faculty and administration working together in concert with each other. It is required by the Commission on Colleges of the Southern Association of Colleges and Schools (SACSCOC) during what the Association calls the reaffirmation process. Forsyth Tech must establish and implement a plan that focuses on learning outcomes and/or the environment supporting student learning.
The plan will give Forsyth Tech a chance to improve overall education quality and effectiveness by focusing on a major topic that the college community considers central to the student learning experience. The topic chosen for the Forsyth Tech QEP is Information Literacy, the ability to find, evaluate and use information effectively in areas such as critical thinking, technology, career decision making, and lifelong learning.
The QEP will ultimately affect the quality of Forsyth Tech programs and the status of the college’s re-accreditation. Due to its importance to the entire Forsyth Tech community, the QEP process takes several years, and is broken down into these steps:
|Spring 2011:||Topic chosen – Information Literacy|
|Fall 2011 – Spring 2012:||Action Plan Proposal|
|Summer 2012:||QEP Proposal submitted to SACSCOC|
|Spring 2013 – 17:||Implementation and Results Cultivation|
|Fall 2018:||Final QEP Impact Report submitted to SACSCOC|
- QEP on Techlink
- QEP topics by Track A colleges
- SACSCOC web site
- QEP Information Literacy Overview
- The Forsyth Tech QEP Proposal
Video: Why we C.A.R.E.
What is meant by “student learning” in the QEP?
“Student learning” is defined by SACSCOC as changes in students’ knowledge, skills, behaviors, or values.
Why is the QEP so important?
The QEP is an opportunity for Forsyth Tech to enhance overall quality and effectiveness by focusing on a major issue important to the learning experience of our students. The goal is to develop and implement a well-defined topic that is supported by the entire Forsyth Tech community (Faculty, staff, students, and administration).
It is a requirement of the Commission on Colleges of the Southern Association of Colleges and Schools (SACSCOC) for institutions to develop a QEP during the reaffirmation process (Core Requirement 2.12).
How was the QEP topic chosen?
The QEP Topic Selection Committee asked for ideas. Committee members heard from the whole Forsyth Tech community including students, faculty, staff, our college neighborhood, the Board of Trustees, and alumni on how Forsyth Tech could enhance student learning. Topic ideas, suggestions, and recommendations were considered carefully and Information Literacy was the topic chosen.
What is the individual student or faculty member’s role in all of this?
The QEP is a comprehensive plan that will impact a significant portion of our students. The goal is to positively impact most if not all members of the Forsyth Tech community so that all programs will be involved. We encourage everyone to be an active participant in the process and take advantage of the many opportunities to join this major transformative initiative.
Over the course of our QEP implementation, you will see this initiative take form in many ways:
- Mandatory New Student Orientation (S.O.A.R.)
- Student Workshops
- Course Modules
- CTL (Center for Transformative Learning)
- Innovative Classroom Technology
- Incentive Grants
- Career I-Search Projects
- Technology Readiness
- Professional Development
- Special QEP Events
What essential skills are included with C.A.R.E.?
Students will be able to develop the questions necessary to obtain the information they seek.
Students will be able to identify and access appropriate information sources.
Students will be able to search, retrieve, and utilize information for a specific purpose.
Students will be able to critically evaluate information.
|Confers with instructors and participates in class discussions, peer workgroups, and electronic discussion to identify a research topic, or other information need.Develops a thesis statement and formulates questions based on the information need.
Identifies key concepts and terms that describe the information need.
Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic.
|Identifies a variety of types and formats of potential sources for information.Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources.
Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
|Constructs and implements effectively-designed search strategies.Retrieves information online or in person using a variety of methods.
Refines the search strategy if necessary.
Extracts, records, and manages the information and its sources.
|Articulates and applies initial criteria for evaluating both the information and its sources.Synthesizes main ideas to construct new concepts.
Determines if original information need has been satisfied or if additional information is needed.
Adapted from the ACRL (2000)Information Literacy Competency Standards