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Schoolcraft College, Core Abilities Resource Guide: Manage Information

The guide contains institutional assessment resources. We are helping to prepare our students to reach their full potential in their academics, career and life.

Manage Information Core Ability at Schoolcraft College

Students demonstrate the Manage Information Core Ability by:

  • Acquiring information: from reliable and varied source(s) to support a subject and purpose.  
  • Recording information: the information or data is recorded accurately.
  • Organizing information: the information or data has a meaningful order, is accessible, and has a design that supports a purpose. 
  • Evaluating information: the information or data is timely, relevant, credible, integrated, prioritized, analyzed and/or synthesized for specific reasons. 
  • Complying with regulations or requirements.
  • The information or data complies with a discipline’s standards and practices for collection, acquisition, recording, analysis, documentation, verification, protection, storage and/or maintenance.
Manage Information:     Course List      Rubric

Manage Information Research Bibliography

Chun Ru, K., & Tang, R. (2025). Promoting AI literacy through U.S. academic libraries: An analysis of LibGuides from ARL and oberlin group libraries using the EDUCAUSE AI literacy framework. Information Research an International Electronic Journal, 30 (iConf), 847-865. https://doi.org/10.47989/ir30iConf47182 

The study examines 70 newly developed generative AI LibGuides from academic libraries affiliated with the association of research libraries (ARL) It provides insights into the role of libraries in promoting generative AI literacy and identifies areas for future strategic partnerships and improvement.

Galindo-Domínguez, H., Campo, L., Delgado, N., & Sainz de la Maza, M. (2025). Relationship between the use of ChatGPT for academic purposes and plagiarism: the influence of student-related variables on cheating behavior. Interactive Learning Environments, 1-15. https://doi.org/10.1080/10494820.2025.2457351 

This study looks at the relationship between the frequency of using ChatGPT for academic purposes and the level of plagiarism. It discusses a variety of variables such as academic performance, workload, time management, motivation, hyper competitiveness, cheating culture, and an unawareness of the consequences of plagiarism. 507 university students participated in the study.

Gerlich, M. (2025). AI tools in society: impacts on cognitive offloading and the future of critical thinking. Societies, 15(1), 6. https://doi.org/10.3390/soc15010006 

This paper discusses the impact on critical thinking skills of cognitive offloading from over relying on the use of AI.

LeMire, S., Xu, Z., & Hahn, D. (2025). First-year and first-gen: assessing the information literacy skills of first-year, first-generation college students. College & Research Libraries, 86(1), 31-49 https://doi.org/10.5860/crl.86.1.31 

“This study assessed the information literacy skills of first-generation college students in general education courses at Texas A&M University to inform information literacy instructional efforts and to inform advocacy efforts for developing substantial and sustained information literacy support for first-generation students at that campus. Study results indicate that first-generation students experience significant information literacy gaps in comparison with continuing-generation students at the same institution and in the same courses.”

LeMire, S. (2024) Information literacy skill mastery across the undergraduate degree: An examination of first-generation and continuing-generation students. Journal of Academic Librarianship. v50, pp1-19. https://doi.org/10.1016/j.acalib.2024.102932 

This study examined undergraduate information literacy skills across all four years of college, revealing that information literacy skill development is not linear across class years. This finding suggests that librarians should not assume that students past their first year will no longer need information literacy support.

Liu, G., Pajewski, A., & McMullin, R. (2024). Evaluating online sources: introducing a 4-step strategy. College & Research Libraries News, 85(3), 119. https://doi.org/10.5860/crln.85.3.119 

The author offers a 4-step strategy for evaluating online sources. McDonald, C., & Trujillo, N. (2024). Library terms that users (don’t) understand: A review of the literature from 2012-2021. College & Research Libraries, 85(6), 906. https://doi.org/10.5860/crl.85.6.906 This paper looks at best practices for avoiding the overuse of library jargon.

Munoz, Roberta. (2024, October 15). The problem with “perfect” answers: GenAI and academic research tools. EDUCAUSE Review, Retrieved from https://www.proquest.com/docview/3225403254/ 

The article discusses the act of search and examines the unintended consequences of GenAI search tools “You stop searching because you found an answer that's perfect. Without any reason to move forward, your curiosity is diminished. Your questions remain unchallenged and unchanged. Your original assumptions are intact, leading to intellectual stagnation by discouraging further inquiry.”

Yang, Y., Zhang, Y., Sun, D., He, W., & Wei, Y. (2025). Navigating the landscape of AI literacy education: Insights from a decade of research (2014–2024). Humanities & Social Sciences Connections, 12(1), 1-12. https://doi.org/10.1057/s41599-025-04583-8 

This study maps the current AI Literacy Education landscape, tracing its evolution, and identifying key themes through an analysis of research from 2014 to 2024, utilizing CiteSpace for data visualization and analysis. This study systematically selected 335 relevant articles from a variety of databases, including the Web of Science Core Collection, Scopus, and Science Direct.

Contact the Manage Information Core Ability Team Leader

Wayne Pricer, Manage Information Core Ability Team Leader

wpricer@schoolcraft.edu