I. Summary Description

LIB X304: Information Competence. Instruction on finding, evaluating, using,

and communicating information in all its various formats. Integrates library literacy, computer literacy, media literacy, technological literacy, ethics, critical thinking, and communication skills. 3 lectures. No prerequisites.

II. Course Content

1. Information Competence Expanded Course Outline.
   
   
   1. Introduction to the course, covering goals, expectations, assessment; explanation of groups/collaborative learning format, and information competence concepts. Instruction on developing a viable research topic using critical thinking skills.
      
      
   2. Instruction on determining the information requirements for a research question, problem, or issue.
      
      
   3. Instruction on locating and retrieving relevant information. Emphasis on access points and search concepts/strategies using Polycat.
      
      
   4. Instruction on using technological tools to access information. Emphasis on database selection, access points, search concepts/strategies. Instruction on communicating information using a variety of formats and technologies. Introduction to electronic page layout design with emphasis on user interface
      
      
   5. Instruction on evaluating information for relevance, currency, reliability, coverage/completeness, and accuracy. Introduction to Microsoft PowerPoint and its uses as a computer-based slidemaking presentation tool.
      
      
   6. Instruction on organizing and synthesizing information. Introduction to Adobe PDF (Portable Document Format).
      
      
   7. Instruction promoting awareness of the ethical, legal and socio-political issues surrounding information and information technology. Introduction to HTML (HyperText Markup Language).
      
      
   8. Instruction on using, evaluating and treating critically information received from the mass media. Introduction to Adobe Pagemill (a WYSIWYG HTML editor).
      
      
   9. Instruction on judging the product and the process. Comparison of the various electronic formats and their appropriate uses.
      
      
   10. Presentation of student projects.
       
       
2. The course attempts to teach students information competence. Beginning sessions focus on the need for information competence and its application in university coursework and lifelong learning. Each week provides in-depth instruction on a specific competence. Weeks 4 - 9 include instruction on various presentation formats and tools. The course concludes with student presentations of projects.

III. Expected Learning Outcomes

1. Factual information and cognitive skills
   Knowledge of the general concepts used in finding, evaluating, using and communicating information in all its various formats; knowledge of specific print and electronic information sources; knowledge of various search tools; knowledge of various presentation tools.
   
   
2. Physical, performance, and procedural skills.
   Students are expected to be able to use specific information sources effectively. They are expected to exhibit an understanding of information retrieval concepts, terminology and techniques. They should be able to: choose the appropriate information source for a stated information need, access information from that source efficiently, and evaluate the information's relevance and quality. Students should also be able to organize and synthesize the information and communicate it effectively.  
   
   
3. Attitudes, Values and Social Skills
   Students are expected to appreciate the ever-increasing availability of information in all its various formats. They are expected to understand that all information is NOT equal, that information must be searched intelligently, evaluated carefully, and communicated effectively. Students are also expected to realize that information competence is a skill to be applied and developed throughout life. Moreover, through in-class group and collaborative learning exercises, students are expected to appreciate the benefits of cooperation and teamwork.

IV. Methods of Evaluating Student Learning Outcomes

1. Students will be evaluated through quizzes, collaborative group exercises, homework assignments, and a major project which incorporates the 10 specified information competencies covered in the quarter.

V. Methods of Instruction

1. Most class sessions are divided into two parts. The first half is devoted to a lecture/demonstration on an information competence. The second half utilizes collaborative groups and active learning exercises to reinforce skills/concepts taught in the first half. Homework assignments reiterate and expand on in-class instruction and exercises.
   
   
2. These instructional methods are appropriate because information competence is best learned and/or enhanced by "doing." Hands-on exercises in collaborative groups give students an opportunity to try out techniques which have been demonstrated by the lecturer in a non-threatening environment with help readily available. Moreover collaborative group work develops an appreciation for cooperative learning and problem solving.

VI. Course Goals in Relation to Programs

1. The Information Competence class is designed to support the curriculum in all areas.  

VII. Student Reading Materials

1. There is no assigned text. Photocopied materials related to information competence and assignments will be provided.

VIII. Facilities and Student Materials

1. Effective teaching of this course requires a classroom equipped with a teaching computer hooked up to an overhead projector as well as a minimum of 10 functioning computer stations for active/collaborative group exercises.These stations should be equipped with telnet capabilities, Netscape, Microsoft Powerpoint, Adobe Pagemill, and Adobe Acrobat Exchange.
   
   
2. Students will not be required to purchase materials other than those normally expected (paper, pens, etc.). Students will be required to have an AIX account, available through the Campus Information Technology. Systems.