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The literature suggests that information literacy learning occurs best through situated experiences occurring within a disciplinary context, and that these learning opportunities should be designed sequentially to aid students as they transition along the continuum from novice to expert.

Departments may work with their subject librarian on developing an information literacy plan for the major. This may involve:

• Creating program-level information literacy student learning outcomes
• Identifying high-impact courses across different levels and integrating information literacy instruction and assignments
• Developing assessment tools based on these outcomes to aid in departmental learning assessment