This is the "Information Literacy" page of the "Library Services for Faculty" guide.
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Library resources and services for the SUA faculty
Last Updated: Jul 16, 2014 URL: Print Guide RSS Updates

Information Literacy Print Page

Instruction Services

Instruction room

Library Learning Outcomes (Association of College and Research Libraries Information Literacy Competency Standards for Higher Education)

  1. To determine the nature and extent of information needed
  2. To access the needed information effectively and efficiently
  3. To evaluate information and its sources critically and incorporate selected information into his or her knowledge base and value system
  4. To individually or as a member of a group, use information effectively to accomplish a specific purpose
  5. To understand many of the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally

The Ikeda Library’s Information Literacy Program works with Soka University’s Institutional Learning Outcomes. Specifically it supports students’ efforts in “…developing a sense of history and understanding of the nature of reality, “to think and investigate critically and creatively” and “to become, through integrative learning, active and informed global citizens.”

Through collaboration with the faculty, the library is pursuing its mission of promoting information literacy.

Instructional sessions are held in the library's instruction room in Gandhi 303A with Instruction Librarian Lisa Polfer. In collaboration with the faculty, these sessions may also be conducted in regular classrooms.


Information Literacy Classes

University Bridge Program

  • Student identifies keywords, synonyms and related terms for the information needed.
  • Student explores general information sources to increase familiarity with the topic.
  • Student identifies key concepts and terms that describe the information need.
  • Student elects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system.

Writing 101

  • Student decides the nature and extent of the information needed.
  • Student knows how to identify key concepts and terms that describe the information need.
  • Student knows where to find reliable reference information to begin a research project.
  • Student knows the difference between edited and non-edited content on the internet and where to find edited articles.
  • Student knows how to analyze web pages for relevancy, credibility, timeliness, authority and point of view.
  • Student knows how information is arranged in subject categories and hierarchies to facilitate retrieval of high quality material.
  • Student knows the logic behind Boolean logic and how to use advanced search techniques.
  • Student knows how to physically find the information available in the university library.

Writing 301

  • Student demonstrates basic knowledge of how information is formally and informally produced, organized, and disseminated.
  • Student reviews the initial information need to clarify, revise, or refine the question.
  • Student knows the difference between Scholarly peer reviewed items and popular magazine articles and know how to track an article back to its source to analyze it.
  • Student uses, evaluates and treats critically information received from the mass media.
  • Student differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline.
  • Student recognizes that knowledge can be organized into disciplines that influence the way information is accessed.
  • Student knows how to use information ethically. Use citations rigorously.

Individual Classes Across the Curriculum

  • Student recognizes that knowledge can be organized into disciplines that influence the way information is accessed.
  • Student knows where to find information in discipline being investigated and the norms of research methods in the discipline.
  • Student constructs and implements effectively designed search strategies.
  • Student refines search strategy if necessary.
  • Student extracts, records and manages the information and its sources

Capstone Research

  • Student identifies a variety of types and formats of potential sources for information.
  • Student knows how to mine bibliographies in various sources for relevant information.
  • Student  determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound).
  • Student realizes that information may need to be constructed with raw data from primary sources.
  • Student defines a realistic overall plan and timeline to acquire the needed information.
  • Student knows how to use information ethically. Use citations rigorously. Articulates reasons for proper documentation, including copyright laws, academic integrity and the ability of readers to find the sources used.

Contact the Instruction Librarian

For a research instruction session, please contact Instruction Librarian Lisa Polfer.

Lisa Polfer

  • Lisa Polfer
    Reference & Instruction Librarian (949) 480-4108
  • Instruction e-Form
    Faculty may make a request for a library instruction session by filling out the this e- Form.

Information Literacy Sessions


Number of Information Literacy sessions in 2013/2014 academic year. In 2012/2013, the number was 71.


Number of SUA students served by those sessions in 2013/2014 academic year. In 2012/2013, the number was 950.


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