Library 15 / Education 15
  Incorporating Information Competency into the Curriculum

Syllabus

 

Date Session Topic
Jun 24 02 Session 1 Introduction to Information Competency: Definition, history, impact on instruction
Jun 26 02 Session 2 Research planning and design
Jul 1 02 Session 3 Macro Search
Jul 3 02 Session 4 Macro Search
Jul 8 02 Session 5 Micro Search
Jul 10 02 Session 6 Micro Search
Jul 15 02 Session 7 Micro Search
Jul 17 022 Session 8 Power Search
Jul 22 02 Session 9 Power Search
Jul 24 02 Session 10 Economic, legal, and social issues surrounding the use of information and access and use of information ethically and legally.
Detecting Plagiarism
Jul 29 02 Session 11 Building class assignments
Jul 31 02 Session 12 Student presentations and information exchange

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SYLLABUS

General Course Information:
LIBR 15.0000  EDUC 15.0000 Incorporating Information Competency Skills into the Curriculum Instruction
Instructor Information:

CAROL WOMACK
E-mail:WOMACK_CAROL@smc.edu

Course Description
This course is designed to assist instructors in developing the ability to interpret, evaluate and critically analyze information for the purpose of infusing information competency skills into the curriculum.   The course will define what information competency is, its significance in the classroom, and how it can be incorporated into classroom assignments.  Emphasis will be on research topic analysis, location of information, evaluation, synthesis and presentation of information with a special emphasis placed on new technologies and research.
Required Text and Refernces

·        MLA Handbook for Writers of Research Papers.  5th ed., 1999.

·        Association of College and Research Libraries.  Objectives for Information Literacy Instruction:  A Model Statement for Academic Librarians.  Approved by the ACRL Board Jan. 2001.
http://www.ala.org/acrl/guides/objinfolit.html

·        Information Competency in the California Community Colleges    http://www.cclccc.org/

·        Text of the Information Competency Resolution   http://www.cclccc.org/ 

·        Promoting Information Literacy Through Class Assignments. CSU Chico:   http://www.csuchico.edu/lins/assignments/promoting_infolit.html

·        Best Practices for Creating effective Library Assignments. CSUSB: http://www.csulb.edu/~ttravis/GESI/infolitpractices.html

·        ELECTRONIC PLAGIARISM SEMINAR. LeMoyne College: http://www.lemoyne.edu/library/plagiarism.htm

·        Library Assignments. CSUF: http://www.library.fullerton.edu/information_comp/Assignments.htm

·        CSU Resources: http://www.calstate.edu/LS/SystemwideResources.shtml

·        ACRLhttp://www.ala.org/acrl/infolit.htmlBest Practices for

Additional texts:

·         LIBRARY 1 Workbook:  Library Research Methods, 5th Edition, 2002

·        College Student’s Research Companion, Quaratiello, 2nd edition, 2000.

·        Empowering Students with Technology. November, Alan.  2001

 

Additional readings are linked.

 
Course Objectives
 

Upon completion of this course students will be able to:

1.     

1.    Discuss the importance of information competency.

2.   Articulate the need to improve their own information competency skills and to incorporate     information competency consciousness into the fabric of their teaching methodologies and course content.

3.   Discuss the changes that have occurred in information competency over the past 30 years.

4.   Use information effectively: demonstrate ability to  access, locate, evaluate, synthesize, and present information.

5.   Design, plan and implement research assignments that utilize information competency skills specific to their field.

6.   Assess and evaluate student research and information competency.

7.   Differentiate among the economic, legal, and social issues surrounding the use of information and access and use of information ethically and legally.

8.   Identify and address the specific cultural issues and difficulties of serving a diverse, international student population with regard to information competency in their classrooms.

9.      Demonstrate ability to structure courses to create student-centered learning environments where inquiry is the norm, problem solving becomes the focus, and thinking critically is part of the process.

 
Method of Instruction
 1. Methods of Presentation:

On-site class will include:

1. In-class activities, such as:

a.     Lecture
b.     Small group discussion
c.     Directed class discussion
d.     Class experiential activities
e.     Demonstration, live and electronically recorded
f.      Hands-on computer exercises
g.     Student oral and written presentations
h.     Films, video tapes and other electronic reproductions
i.      Objective sets of acquired skills and concepts

2. Out-of-class activities, such as:

a.     Development of assignments and curricula.
b.     Collection of web sites appropriate for the discipline
   Course Content
 12  two hour and 50 minute modules. (6 weeks/2 units)