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Information Literacy Resources

Additional Resources to support Information Literacy @ Middlebury

Learning Goals for Midd Students

Introductory Research & Technology Goals for Midd Students

Skill development goals for First-Year Seminars, Introductory Classes, and College Writing Classes


1. The Student is familiar with library and technology spaces and their services.


  • Can locate the libraries and labs on campus, including their specialized spaces and service points.
  • Can find resources and help with those resources, both physical and online, to troubleshoot, research, create, and learn.

2. The student is familiar with basic computer and network use and security protection.


  • Understands networks and how to connect to them from multiple access points (e.g. wireless, mobile devices).
  • Uses effective password, authentication, security, backup, and recovery strategies.
  • Demonstrates responsible ID management (e.g. use and protection of private information) and practices (e.g. honesty, integrity) in social networking environments and virtual communities.
  • Understands the appropriate and responsible use of communication tools (e.g. chats, instant messaging, blogs, wikis) and can collaborate using these tools.
  • Understands the platforms, versions, properties, and functions of common computing devices and how to connect and operate them with one another.

3. The student understands the scope of the information and resources needed.


  • Can articulate and conceptualize what information and technologies are needed for an assignment or project.

4. The student identifies a variety of types and formats of potential sources for information.


  • Can determine the kinds of text, data, or multimedia resources needed and understands what constitutes scholarly sources.

5. The student uses a variety of search methods and acquires needed information.


  • Understands how to construct a search in online databases using various search options and relevant terms and effectively revises searches to broaden or limit results.
  • Knows how to find related resources from information found (e.g. using subject headings or cited references).
  • Knows how to find items Middlebury owns or has access to and knows how to use Interlibrary loan if needed.


6. The student evaluates information and its sources critically.


  • Uses critical thinking skills to determine the relevance, appropriateness, accuracy, authority, point of view, etc. of information found whether from library or internet resources.
  • Compares and synthesizes information from a variety of appropriate sources and draws conclusions based on the information gathered.

7. The student follows laws, regulations, and institutional policies for the ethical use of information resources.


  • Respects the Honor Code, understands what constitutes plagiarism, and does not represent others' work as their own.
  • Knows how to cite materials using standard bibliographic citation styles and consults citation guides or uses software to assist with creating bibliographies (e.g. Zotero).
  • Is aware of and respects copyright/fair use and intellectual property and digital rights laws.

8.  The student creates and presents content using appropriate technologies.


  • Is able to use a variety of appropriate media and production tools for those media (e.g. images)
  • Is able to publish content with appropriate tools (e.g. blogs, wikis, desktop applications)


These basic introductory skills (for students in their first year) were developed by Middlebury College librarians, technologists, and faculty, 2014

Midd Discipline-Specific Infolit Learning Goals

Intermediate & Advanced Infolit Skills / Learning Goals

Intermediate and advanced information skills will vary by department or program.  It is our long term goal to develop discipline-specific intermediate and advanced information literacy skills tied to department/program learning goals.


We piloted projects with two departments (History of Art & Architecture and Chemistry) to develop a list of learning goals, classes to target, and method of assessment to serve as models for this process.

The process for developing these pilots is illustrated by a flowchart: