jan09b.indd ACRL standards and guidelines Political science research competency guidelines Approved by the ACRL Board of Directors, July 2008 by the ACRL Law and Political Science Section Education Task Force Introduction The following guidelines and associated examples developed by ACRL’s Law and Political Science Section (LPSS) are intended to illustrate the application of information literacy standards to research in political sci­ ence and related disciplines, including pub­ lic administration, law, criminal justice, and civic education. The core ACRL Information Literacy Competency Standards for Higher Education, from which these guidelines are adapted, can be found at www.ala.org/ala/ acrl/acrlstandards/standards.pdf. Political science research includes the use of typical academic sources, such as scholarly journals and books, but it also relies heavily on primary sources that may be difficult for the undergraduate to fi nd and understand. Notably among them are government documents produced by local, state, federal, or international bodies and data sets that can be analyzed with statistical software. The outcomes and the examples in this document reflect this diversity of sources expected in political science research. These adapted standards are targeted to academic librarians who work with political science faculty to develop their students’ information literacy skills. By emphasizing examples of information literacy outcomes, the standards can serve as a bridge between the librarians’ understanding of information literacy and the professors’ curricular needs. In addition, many outcomes are labeled with “F” or “L” to designate whether the likely expert on a specific outcome is the faculty or the librarian. Those outcomes without any notation presume shared expertise and responsibility between faculty and the librarian. There are few documents in the politi­ cal science literature that provide standards for either the undergraduate or graduate curriculum, save possibly for the Wahlke Report (1991), which outlined nine “recom­ mendations” for political science depart­ ments. Of particular note for the standards introduced here is the recommendation that “every political science major gain familiar­ ity with the different assumptions, methods and analytical approaches used by political scientists and by cognate disciplines.”1 How­ ever, most of the other recommendations follow more substantive considerations than the development of skills. In more recent years, a significant literature has emerged on research methods in the undergraduate curriculum. Ishiyama, Breuning and Lopez (2006) arguably provide the best review of the (lack of) development of standards for the political science curriculum over the last century. As the authors note, “although in recent years there has emerged a renewed interest in teaching and learning issues in the American Political Science Association (APSA), little attention has been paid to the structure of the undergraduate political science curriculum.”2 However, with this caveat in mind, there has been a movement in the discipline away from simply imparting substantive knowledge and towards the de­ velopment of skills (e.g., consider the estab­ C&RL News January 2009 38 www.ala.org/ala lishment of the Journal of Political Science Education and the annual APSA Teaching and Learning Conference). There has also been a movement in many departments to require a research methodology course early in the students’ careers. The Political Science Research Competency Guidelines focus specifically on the development and honing of such research skills, and, there­ fore, are in line with the discipline’s change in curricular emphasis. Furthermore, initial research3 suggests that structured political science programs serve students better in terms of skills and substantive knowledge, than do unstructured majors. Certainly, these political science standards could be easily integrated into such a structured curriculum. In more recent years, a significant literature has emerged on research methods in the undergraduate curriculum. Marfleet and Dillie (2005),4 for example, make explicit reference to the ACRL information literacy standards and how they can be employed to develop and structure undergraduate research method courses. The standards presented here more thoroughly adapt the ACRL standards to the political science discipline. The standards can be used as a tool to assess and define students’ informa­ tion­retrieval skills, as well as to measure students’ demonstrated extent of refl ection and analysis on the nature of the information itself—by whom and by what methodology it is created, its significance to the defi ned research need, and in what context(s) the information can be responsibly used, shared, and documented. Students demon­ strating skills illustrated by these examples incorporate high ethical values in seeking information and acknowledging the ideas of others. Ideally, by mastering the informa­ About the guidelines Development timeline The Education Task Force of Law and Political Science Section (LPSS) initiated the develop­ ment of these guidelines in fall 2003. In the intervening years, members of the commit­ tee reviewed a variety of information literacy literature. The Literatures in English Section’s and Science and Technology Section’s subject­ specific standards proved especially valuable when preparing our own guidelines. The committee also reviewed the Middle States Commission’s Developing Research and Communication Skills, John C.Wahlke’s 1991 report on political science education,“Liberal Learning and the Political Science Major,” and other relevant articles in the political science and library science literature. Through focus groups at the ALA and the American Political Science Association con­ ferences, consultation with political science colleagues on individual campuses, feedback through the LPSS­L and online chat sessions, the committee solicited comments from librar­ ians and political science faculty. These con­ versations helped develop the structure of the guidelines, examples that articulate outcomes, and goals that are representative of challenges facing political science education. The LPSS Executive Committee approved the draft Political Science Research Compe­ tency Guidelines at the 2007 ALA Midwinter Meeting. Acknowledgement The task force would like to give special thanks to the LPSS Instruction Committee for their assistance in the development of these standards, especially Chris Palazzolo and Kathi Fountain. The Instruction Discussion Groups were particularly important and helpful in bringing the work of the task force to a wider audience for review and allowed the task force to efficiently gather invalu­ able input on the content, usefulness, and format of the guidelines.—Prepared by the LPSS Education Task Force: Barbara Norelli, Chair 2003­2006; Kathi Foun­ tain and Lorena O’English, Co­Chairs 2006­2007; and John Hernandez, Rebec­ ca Ohm, Chris Palazzolo, Bruce Pencek, and Connie Stoner. January 2009 39 C&RL News tion literacy skills outlined below, students will produce independent research that is thoughtfully analyzed and then presented or published in the most suitable way for the intended audience. The Political Science Research Com­ petency Guidelines is considered a living document, where examples may change to reflect changes in the discipline, available research tools, and current events. The outcome examples presented in this document are a selection culled from a large pool of examples, and are considered inter­ changeable with those listed in our “Reposi­ tory of Examples” document (linked from the LPSS Web page). Librarians may choose examples from the repository that best com­ municate information literacy objectives for specific faculty or courses. By illustrating these values with dis­ cipline­based examples, it is hoped that administrators, librarians, and political sci­ ence faculty will find a useful way to defi ne, communicate, and evaluate a broad range of student research skills using a widely ac­ cepted standards base. Notes 1. Wahlke, John. 1991. Liberal learning and the political science major: A report to the profession. PS: Political Science and Politics 24: 48­60. 2. Ishiyama, John, Marijke Breuning, and Linda Lopez. 2006. A century of continuity and (little) change in the undergraduate po­ litical science curriculum. American Political Science Review 100: 659­665. 3. Ishiyama, John. 2005. The structure of an undergraduate major and student learn­ ing: A cross­institutional study of political science programs at thirty­two colleges and universities. Social Science Journal 42:359­ 366. 4. Marfleet, B. Gregory and Dille, Brian J. 2005. Information literacy and the un­ dergraduate research methods curriculum. Journal of Political Science Education 1: 175­190. ( E x p e r t i s e I n d i c a t o r s : F = F a c u l t y L=Librarian All others imply shared expertise between Faculty and Librarian) The information literate political science student … Standard One: Know and Plan Determines nature and extent of needed information. Performance Indicator: 1. Defines and articulates the need for information. Outcomes: Examples: Identifies an area of interest or class topic and explores general information sources to increase familiarity with the topic. Uses assigned readings, textbook, referenced sources (encyclopedias, handbooks), and news sources as appropriate; literature­ search tools (such as PAIS); and consulta­ tions with faculty, librarians, and peers to develop lines of inquiry and identify what major issues and/or controversies character­ ize the topic. Recognizes that a 30­page research paper, a policy memo, or an essay­type “response paper” will require different types of infor­ mation. Decides whether data needs to be collected or if statistical sources will suffi ce. Knows when scholarly articles referenced in a database or editorials appearing in the popular press are needed to develop the argument, theme, or literature review. C&RL News January 2009 40 Defines or modifies the information need to achieve a manageable focus. Selects a geographic area, demographic group, or institution, etc., to help defi ne focus. Selects a geographic area, demographic group, or institution, etc., to help defi ne focus. Focuses on balancing issues of sovereignty with the issues of “morality” in a paper on the imposition of U.S. sanctions on a sover­ eign country for human rights abuses. Identifies key concepts and terms that de­ scribe information need. Gathers keywords related to the topic through reading background sources and knows keywords may include the names of laws, regulations, or court opinions; political actors; and words describing variables and theories. Recognizes that existing information can Compares statistics on child poverty among be combined with original thought, experi­ several different states and compares with mentation, and/or analysis to produce new state laws and regulations regarding “work­ information. F fare” programs. Develops a thesis statement or research Focuses on explanations of differences in question. Articulates appropriate theory turnout levels across Western European on which to structure an answer and form countries. investigative questions. F Chooses among different methodologies and Develops a research design for an empirical explains their relative merits; Creates and investigation, including identifying hypoth­ carries out a formal research design. F eses and variables (measurement and opera­ tionalization). Performance Indicator: 2. Identifies a variety of types and formats of potential sources for information. Outcomes: Examples: Knows how information is formally and informally produced, organized, and dis­ seminated. Understands that journal articles referenced in an academic periodical index are of a dif­ ferent nature than newspaper editorials, or that some commercial sources of data may be biased. Realizes statistics on healthcare expen­ ditures in developing countries may be unreliable. Identifies the purpose and audience of po­ tential resources. L Recognizes the difference between popular and scholarly works and current and histori­ cal works as well as the different audiences to which different resources are addressed. Recognizes that knowledge is largely orga­ nized into disciplines that influence the way information is accessed. Knows to search multiple subject­specifi c databases for an interdisciplinary topic. January 2009 41 C&RL News Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database,Web site, data set, audio/visual, and monograph). L Knows that information found in books may be more dated, but also more foundational, than journal articles. Understands that government reports can provide valuable information and analysis. Recognizes that a dataset from ICPSR may provide necessary hard data but will need expertise in analyzing and manipulating. Differentiates between primary and second­ ary sources, recognizing how their use and importance can vary across disciplines. Understands that a Congressional Hear­ ing from 1879 may be a primary source for someone studying government policy on an issue but is a secondary source for a historian needing personal narratives on the Reconstruction experience. Realizes that information may need to be constructed with raw data from primary sources. F Identifies and uses data collection methods for the purpose of empirical research design, public policy, polling, or other critical policy analysis. Performance Indicator: 3. Considers the costs and benefits of acquiring the needed information. Outcomes: Examples: Determines the availability of needed infor­ mation and makes decisions on broadening the information­seeking process beyond local resources. L Uses interlibrary loan. Searches for resources at other locations. Obtains images, videos, text, or sound as necessary. Defines a realistic overall plan and timeline to acquire the needed information. Makes research appointment with librarian to assess which indexes and databases might be most useful and to learn current search/ access techniques for them. Considers the feasibility of acquiring a new language or skill in order to gather needed information and to understand its context. F Determines whether time allows, or project requires, learning to use a statistical package. Performance Indicator: 4. Re­evaluates the nature and extent of the information need. Outcomes: Examples: Reviews the initial information needed to clarify, revise, or refine the research question, thesis, or theory. F Can narrow a research topic from an overly broad topic to a more focused topic. Describes criteria used to make information decisions and choices. F Understands that researching the Or­ ganic Food Labeling legislation will require transcripts of testimony in hearings to determine who testified and what industry representatives said. C&RL News January 2009 42 The information literate political science student … Standard Two: Access Accesses needed information effectively and effi ciently. Performance Indicator: 1. Selects the most appropriate information retrieval systems for accessing the needed information. Outcomes: Examples: Identifies appropriate investigative methods and determines their applicability and/or benefi t. F Determines whether to rely on published scholarship, primary data, case studies, or another method of researching. Chooses qualitative or quantitative re­ search methods. If the latter, identifi es major sources for statistical data. Investigates scope, content, and organization Navigates library’s Web site for research of information retrieval systems. L recommendations. Determines what research tools are avail­ able on campus and in the library. Selects efficient and effective approaches for accessing the information needed from the investigative method. L Chooses source to search based on under­ standing of whether source’s content is primarily scholarly or popular. Selects efficient and effective approaches for accessing the information needed from subscription databases, free online search engines, indexes, etc. L Knows which library catalog to search for political science books held on campus, regionally, or nationally. Determines whether it is most appropri­ ate to choose a political science database, a database for another discipline, or a more general, multidisciplinary database to search for journal articles. Uses advanced search in Google or the New York Times Web site archive. Identifies major sources for statistical data, including aggregated data and coded fi les, as necessary for the research project. L Uses Statistical Abstract of the United States, FedStats, and ICPSR to access data on elections. Determines if government reports or other government sources are necessary, and chooses appropriate sources to find them. L Searches library catalogs to find locally held international, state, and federal government documents. Recognizes the difference between com­ mercial and official sources, and chooses the source most appropriate for the research inquiry. L Understands that West’s legal codes provide annotations for laws, but the offi cial code source only offers the current law. Identifies accurate, timely, and appropriate government and scholarly resources to pro­ duce memos on national security analysis and recommendations for action. Performance Indicator: 2. Constructs and implements effectively designed search strategies. January 2009 43 C&RL News Outcomes: Examples: Develops a research plan. Identifies relevant databases to begin re­ search. Uses bibliographies and references of promising articles and books as a means to expand research. Identifies keywords, synonyms, and related Uses a political science dictionary like terms for the information need and selects American Political Dictionary or Black­ controlled vocabulary specific to the disci­ well Dictionary of Political Science to fi nd pline or information retrieval source. definition of “sovereignty” and alternative terms for it. Reviews search results and adapts searches to incorporate subject terms used by the database. Constructs search strategy using appropriate commands for subscription databases. L Combines search terms with operators (and, or, and not) in library databases. Constructs a search strategy using appropri­ Types quotes around the phrase “death pen­ ate commands for Internet search engines. L alty” to limit the search to the phrase. Uses + symbol next to Texas to require the word in the results. Selects the advanced search to learn how a particular search engine allows further search limits. Implements the search strategy in various information retrieval systems using differ­ ent user interfaces and search engines, with different command languages, protocols, and search parameters. L Uses browseable Internet portals (such as SOSIG) and subject directories to pinpoint useful information on the Web. Understands that databases, search engines, Recognizes that Academic Search Premier and indexes may range from covering a mul­ and Expanded Academic Index cover mul­ tidisciplinary area to a very specifi c aspect tiple disciplines. of political science, and chooses the most Understands that JSTOR is a collection of appropriate resource for the information high quality journals. need. L Recognizes that Worldwide Political Sci­ ence Abstracts and PAIS offer political sci­ ence­specific references to journal articles. Understands that aggregate data sources may range from covering a multi­subject or multi­ geographic area to a very specific subject or locality and chooses the most appropriate resource. Recognizes the difference between Europa World Yearbook and India 2000. Performance Indicator: 3. Retrieves information online or in person using a variety of methods. C&RL News January 2009 44 Outcomes: Examples: Uses various search systems to retrieve infor­ mation in a variety of formats. L Navigates the library’s Web site to fi nd refer­ ence books, databases, indexes, and Web sites. Searches journal databases to fi nd referenc­ es to scholarly articles on the intersection of power and leadership. Searches FirstGov to locate online govern­ ment information about U.S. efforts to help stop the spread of AIDS in Africa. Locates information, online or in print, about candidates running for office in order to cast an informed vote. Uses various classification schemes and other systems to locate information resourc­ es within the library or to identify specifi c sites for physical exploration. L Uses the Library of Congress (LC) system to fi nd books. Uses the Superintendent of Documents System (SuDoc) to find United States govern­ ment documents. Uses the United Nations Document (UN­ DOC) number to find publications from the UN. Recognizes that political philosophy books are shelved in the JC call number area and may be browsed for interesting titles. Learns that a library has a special section for theses, which are shelved by title. Uses specialized online or in­person services available at the institution to retrieve infor­ mation needed. L Asks for assistance from librarians via the reference desk, reference e­mail, chat refer­ ence, or subject­specialist consultation when necessary. Requests items unavailable in the library through interlibrary loan. Requests information from government agencies (especially at the local level) or nonprofit groups when unavailable at librar­ ies. Uses surveys, letters, interviews, data, and other forms of inquiry to retrieve primary information. Interviews local city planners about the role of developers in the city’s decision­making process. Saves information retrieved. Saves, prints, or e­mails full­text articles from databases. Determines what information can be found locally. Searches to determine what specifi c books, documents, or journals are available in his/her library. Performance Indicator: 4. Refines the search strategy, if necessary. January 2009 45 C&RL News Outcomes: Examples: Assess the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be used. Determines that search on protectionism in a political science database is not compre­ hensive and may require searching in a related disciplinary database, such as Econlit. Identifies gaps in information retrieved, determines if search needs revising. Realizes that a search on trade and protec­ tionism might be more focused by using search terms based on examples of protec­ tionism, such as “tariffs.” Repeats the search using revised strategy as necessary. Searches additional databases, statistical sources, and/or Web sites for updated or more focused information as required to satisfy information need. Performance Indicator: 5. Extracts, records, and manages the information and its sources. Outcomes: Examples: Saves information retrieved and creates a system for organizing research. Scans, photocopies, prints, e­mails, or takes notes from sources of information, as ap­ propriate. Creates spreadsheet with independent and dependent variables and information retrieved for each. Recognizes that sources must be cited and formatted according to a style manual and differentiates between the types of sources cited. Understands that the purpose of citing is to verify the sources of information, to provide credit for original thought, and to direct readers to specific works for further information. Knows that the Chicago Manual of Style and its related APSA Style Manual are the standard citation methods for political sci­ ence publication. Records all relevant citation information for future reference. Knows to record the name of database from which full­text documents were retrieved, as well as the date database accessed. The information literate political science student … Standard Three: Evaluate Evaluates information and its sources critically, and incorporates selected information into his/her knowledgebase and value system. Performance Indicator: 1. Summarizes the main ideas to be extracted from the information gathered. Outcomes: Examples: Reads the text and selects main ideas. Determines argument presented in an aca­ demic article. Restates textual concepts in own words and selects data accurately. Paraphrases a scholar’s central argument in a book about the effects of rehabilitation efforts in the criminal justice system. C&RL News January 2009 46 Identifies verbatim material that can be then appropriately quoted. Quotes and properly attributes pertinent phrases from “conclusions” part of published research to augment own argument. Performance Indicator: 2.Articulates and applies initial criteria for evaluating the information and its sources. Outcomes: Examples: Examines and compares information from various sources in order to evaluate reliabil­ ity, validity, accuracy, authority, timeliness, and point of view or bias. Seeks statistical evidence from National Cen­ ter for Education Statistics to test if a claim that school violence is at all­time low is true. Analyzes the structure and logic of support­ ing arguments or methods. Investigates validity of claim that the Bush Administration intends to require all HIV programs receiving federal money to state that condoms don’t work to prevent HIV and STDs. Recognizes prejudice, deception, or manipu­ lation. Considers whether a Web site’s language is inflammatory and misrepresents the effects of introducing wolves into Yellowstone Park. Recognizes the cultural, physical, or other Identifies leading or ambiguous survey ques­ context within which the information was tion used to elicit desired response—based created and understands the impact of con­ on survey sponsor’s affi liation. text on interpreting the information. Performance Indicator: 3. Synthesizes main ideas to construct new concepts. Outcomes: Examples: Recognizes interrelationships among con­ Reads several articles on voter behavior cepts and combines them into potentially and constructs an argument that college useful primary statements with supporting students are more likely to vote in city evidence. F council elections when the positions of the candidates directly relate to the student neighborhoods. Extends initial synthesis, when possible, at Relates initial hypothesis that religion has a higher level of abstraction to construct become more important in recent U.S. elec­ new hypotheses that may require additional tions to broader theories of party system information. dealignment and realignment, and subse­ quently searches literature for related stud­ ies and analyses. Uses technologies for studying the interac­ tion of ideas and other phenomena. Uses GIS maps to present census data that illustrates demographic changes in Congres­ sional district. Performance Indicator: 4. Compares new knowledge with prior knowledge to determine the value added, contra­ dictions, or other unique characteristics of the information. Outcomes: Examples: Determines whether information satisfi es the research or other information need. Realizes that a search of LexisNexis, while useful in determining mainstream media views, will need also to use other indexes or sources, such as Alternative Press Index, to get alternative viewpoints on popular topics. January 2009 47 C&RL News Uses consciously selected criteria to deter­ mine whether the information contradicts or verifies information used from other sources. Evaluates information about HIV/STD pre­ vention on CDC site. Tests theories with discipline­appropriate techniques. F Tests hypothesis on electoral participation using an appropriate statistical technique (i.e., logit) for a limited categorical depen­ dent variable. Determines probable accuracy by question­ ing the source of the data, the limitations of the information gathering tools or strategies, and reasonableness of the conclusions. Asks who produced this? Is there a political agenda? Is data used selectively? Evaluates the methodology to determine a study’s validity and reliability. Integrates new information with previous information or knowledge. Compares testimony of potential new justice or cabinet member with previously published statements or interpretations. Selects information that provides evidence for the topic. Uses statistics from NCES, fi rearm injury statistics from CDC by age, FBI homicide reports by age, for school violence research. Performance Indicator: 5. Determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences. Outcomes: Examples: Investigates differing viewpoints encoun­ tered in the literature. Seeks out additional scholarship on topic. Determines whether to incorporate or reject viewpoints encountered. Confirms belief that many politicians are be­ holden to campaign contributors or special interest groups. Performance Indicator: 6. Validates understanding and interpretation of the information through discourse with other individuals, subject­area experts, and/or practitioners. Outcomes: Examples: Participates in classroom and other discus­ sions. Adds to discussions and responds to others arguments and/or hypotheses with reasoned evidence. Participates in class­sponsored electronic communication forums designed to encour­ age discourse on the topic. Uses e­mail, bulletin boards, or chat rooms to discuss topic. Seeks expert opinion through a variety of mechanisms. Consults with professor. Consults with local experts on campus, in government, or in nonprofi t agencies. Performance Indicator: 7. Determines whether the initial query should be revised. Outcomes: Examples: Determines if original information need has been satisfied or if more information is needed. Reviews collected information and chooses to seek out additional sources related to judicial decision making. C&RL News January 2009 48 Reviews search strategy and information Searches additional databases, statistical retrieval sources, and incorporates additional sources,Web sites for updated or more concepts and sources as necessary. L focused information as required to satisfy information need. The information literate political science student … Standard Four: Use Uses information effectively to accomplish specifi c purpose. Performance Indicator: 1. Applies new and prior information to the planning and creation of a particular product or presentation. Outcomes: Examples: Plans and organizes the content of the proj­ ect in a manner that supports its purposes and format and adapts it as appropriate for individual or group work. F Determines most important information to convey in an oral presentation and decides what graphics need to be displayed. Articulates knowledge and skills transferred Employs note card system for easy organiza­ from prior experiences and research to plan­ tion of gathered research information. ning and creating the project, and integrates Reflects on comments from past projects and synthesizes the new and prior informa­ and makes attempts to improve quality of tion. F sources, grammar, citation accuracy, etc. as appropriate. Manipulates analog and digital text, images, media, and data as needed. Develops a chart using Excel software that shows the distribution of U.S. aid to foreign countries over the last 20 years. Understands the civic and political envi­ ronment and identifies issues of personal importance so as to actively engage in the political process, as an individual or as part of a group. Seeks out internships or employment with child advocacy organizations. Performance Indicator: 2. Revises the development process for the product or presentation. Outcomes: Examples: Designs realistic timeline (with revision time) for research and creation process of project, and maintains journal/log of activi­ ties related to the information­seeking, evalu­ ating, and communicating process. Keeps track of research process by noting what search terms found what information, how the information found clarified or con­ fused the research, and what information is still needed to complete the assignment. Reflects on and incorporates lessons from past successes, failures, and alternative strate­ gies, while keeping in mind the audience and purpose of the project. Determines that not all articles are essential to the argument and that some require more elaboration than others for undergraduates to understand. Applies learned techniques for article evaluation to quickly determine essential articles for a senior thesis. Performance Indicator: 3. Communicates the product or presentation effectively to others. January 2009 49 C&RL News Outcomes: Examples: Chooses a communication medium, format, Chooses between products such as a bro­ and vocabulary that best supports the chure, paper, presentation,Web site, stump purposes of the project and its intended speech, etc. audience. F Rigorously defends a position using ap­ propriate facts and convincing language in a mock debate. Understands how to communicate ideas Creates a table of gubernatorial election visually using charts, graphs, and images results in Excel for use in a research paper. and orally through the use of rhetorical and Generates a graph on death penalty cases presentation skills. F by time and place for display in a Power­ Point presentation. The information literate political science student … Standard Five: Ethics Understands many of the economic, legal, and social issues surrounding the use of informa­ tion and accesses and uses information ethically and legally. Performance Indicator: 1. Understands many of the ethical, socio­economic, legal and political issues surrounding information and information technology. Outcomes: Examples: Identifies and discusses issues related to privacy and security in both print and elec­ tronic environments. Argues for protection of personal data in government databases. Recognizes “https” as a safe practice in deterrence of identity theft. Can articulate implications of USA PA­ TRIOT Act on freedom of inquiry. Identifies and discusses issues related to free Understands difference/value added be­ versus fee­based access to information. L tween commercial compilations of govern­ ment information and government dissemi­ nated information. Identifies and discusses issues related to Discusses the issue of banning Harry Potter censorship and freedom of speech. by school boards. Acknowledges campus standard of aca­ demic freedom Develops policy recommendations after analyzing and thinking critically about the issues. F Prepares policy brief on implications of USA Patriot Act and its effect on library borrow­ ing practices and records. Demonstrates understanding of intellectual Properly cites political cartoon and uses a property, copyright, and fair use of copy­ link to the cartoon rather than copying im­ righted material. age directly in to paper, i.e., cagle.slate.msn. com/politicalcartoons/. Performance Indicator: 2. Follows laws, regulations, institutional policies, and etiquette related to access and use of information resources. Outcomes: Examples: Participates in electronic discussions follow­ ing accepted practices. Forwards e­mail beyond the target audience only with permission of original sender. C&RL News January 2009 50 Legally and ethically uses approved pass­ words/ ID for access to information re­ sources. L Does not share password with non­autho­ rized users. Complies with institutional policies on ac­ cess to information resources and preserves integrity of information resources, equip­ ment, systems and facilities. Downloads software, music, and other material to campus computers or over the campus network only when legally allowed. Legally obtains, stores, and disseminates text, data, images, or sounds. Links to OYEZ multimedia resources rather than copying the downloadable audio fi les. Demonstrates an understanding of what constitutes plagiarism, and does not misrep­ resent work attributable to others. Paper includes works cited for all ideas and quotes used, even those from textbook. Demonstrates an understanding of legal re­ quirements and institutional policies related to human subjects’ research. Conducts interviews and surveys in a legal and ethical manner and receives permis­ sion from the university’s human subjects’ research committee. Performance Indicator: 3.Acknowledges use of information sources in communication product or performance. Outcomes: Examples: Uses an appropriate political science citation method to consistently, accurately, and ethi­ cally cite sources. Uses the Chicago Manual of Style or APSA’s Style Manual for Political Science to cite the source of information presented in a paper. Posts permission granted notices as needed for copyrighted material. L Includes: Reproduced with permission: From The Scout Report, Copyright Internet Scout Project 1994­2005. scout.wisc.edu/. January 2009 51 C&RL News