3 Final Student Learning Outcomes (SLOs)
Final Student Learning Outcomes (SLOs)
Locate Information
Students will be able to formulate and refine prompts when interacting with AI systems in order to improve the relevance, scope, and usefulness of retrieved information (Jocelyn Ireland, MVCC, adapted from Hervieux and Wheatley, 2024). Secondary mappings: ACRL Research as Inquiry.
Students will be able to use AI systems to support research processes, such as identifying themes, connections, or directions for further investigation, while maintaining responsibility for verification, interpretation, and synthesis of information (Jocelyn Ireland, MVCC, adapted from Yale Generative AI Literacy Framework and LibraryReady.AI PreK-12 AI Curriculum, 2024). Secondary mappings: GE Ethical Dimensions, ACRL Research as Inquiry, Information Creation as a Process.
Evaluate Information
Students will critically evaluate AI-generated information by verifying claims against credible sources, identifying potential biases and confabulations, and assessing the relevance and appropriateness of outputs for specific academic or professional contexts (Fred Berowski, Ken Fujiuchi, Richard Kovarovic, Helen Lane, Erin Larucci, Anthony Reda, Laurel Scheinfeld, Staci Tucker). Secondary mappings: GE Ethical Dimensions, ACRL Authority is Constructed and Contextual, Information Creation as a Process.
Ethical Dimensions
Students will be able to critique the relationship between AI and copyrighted or personal data (Rich Kovarovic, Dutchess Community College). Secondary mappings: GE Evaluate Information, ACRL Information Has Value.
Students will critically examine the cultural, global, and environmental impacts of AI, considering its role in reinforcing cultural biases, its unequal distribution across countries, and its potential to either promote or hinder global equity (LibraryReady.AI PreK-12 AI Curriculum, 2024). Secondary mappings: ACRL Information Has Value, Scholarship as Conversation.
References
State University of New York. (2026). SUNY General Education Framework (SUNY GE): Information literacy. SUNY System Administration. https://system.suny.edu/academic-affairs/academic-policies/general-education/suny-ge/
Association of College and Research Libraries. (2016). Framework for information literacy for higher education. American Library Association. https://www.ala.org/acrl/standards/ilframework
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
Demonstrate an understanding of the ethical dimensions of information use, creation, and dissemination, whether from traditional sources or emerging technologies, such as artificial intelligence
Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
SUNY General Education Information Literacy Competency: Students will evaluate information from a variety of sources with an awareness of authority, validity, bias, and origin.
Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.
Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.
