1. The Samford student will be able to determine the nature and extent of the information needed.

Examples:

The UCCA 102 student realizes that he or she will need current popular sources for an essay assignment.

The history senior seminar student realizes that he or she will need to visit the Alabama State Archives in order to locate primary sources on their topic.

2. The Samford student will be able to access needed information effectively and efficiently.

Examples:

The psychology student knows where in the University Library stacks to find psychology resources.

The religion student knows how to construct research queries using the religion database, ATLA.

The chemistry student knows that he or she must request necessary journal articles from Tetrahedron Letters via ILL in a timely manner.

3. The Samford student will be able to evaluate information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Examples:
The philosophy student learns not only how to evaluate all the critical resources they find on Plato, both Internet and print, but to also choose only those resources most relevant to their topic.

The political science student is able to investigate differing viewpoints on constitutional reform recognizing where bias may occur.

The sociology senior seminar student is able to use the information gained from examining scholarly research to create a useful instrument for a senior thesis, to collect data, and to properly present that data.

4. The Samford student will be able to, individually or as a member of a group, use information effectively to accomplish a specific purpose.

Examples:
The performing arts student is able to research productions of Ibsen's "A Doll's House" and contribute relevant information to fulfill their commitments to their group who is performing the play.

The business student is able to effectively organize and present the information they have collected on a new product and the market in which they seek to sell it.

The education student is able to assess and integrate appropriate technology resources depending on the information they have selected to use in their curriculum.

5. The Samford student will be able to understand many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

Examples:

The journalism student knows the difference between a news account from an article database and a news account posted on a personal website.

The English student understands the importance of correctly citing works used for quotations and paraphrasing from both print and electronic resources so that others may benefit from reading those critical works as well.

The biology student understands the ethical and legal implications associated with their research as well as their lab work, both now and in their future career.