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IDT G23 Information Literacy for Educators

This course introduces professional educators to the principles and practices of information literacy as it applies to guiding student research. Participants learn to distinguish among different types of information sources, navigate them efficiently, and determine which sources are most appropriate for various assignments. As a summative activity, participants revise an existing research assignment to comprehensively assess students' ability to locate, evaluate, and apply information in their discipline.

Credits

1

Prerequisite

Prerequisite: None

See Course Syllabus

Course Number and Title:

IDT G23 Information Literacy for Educators

Campus Location

  • Georgetown

Prerequisites

Prerequisite: None

Course Credits and Hours

1 credit(s)

1 lecture hours/week

0 lab hours/week

Course Description

This course introduces professional educators to the principles and practices of information literacy as it applies to guiding student research. Participants learn to distinguish among different types of information sources, navigate them efficiently, and determine which sources are most appropriate for various assignments. As a summative activity, participants revise an existing research assignment to comprehensively assess students' ability to locate, evaluate, and apply information in their discipline.

Additional Materials

None

Required Text(s)

Obtain current textbook information by viewing the campus bookstore - https://www.dtcc.edu/bookstores online or visit a campus bookstore. Check your course schedule for the course number and section.

Disclaimer

None

Core Course Performance Objectives (CCPOs)

  1. Adapt the stages of the information cycle to apply to the participant's discipline. (CCC 5; PGC 2, 3)
  2. Compare and contrast publically available versus fee-based information sources. (CCC 5; PGC 2, 3)
  3. Evaluate information sources using the criteria of currency, relevance, authority, accuracy, and purpose. (CCC 5; PGC 2, 3)
  4. Modify a discipline-specific research assignment so that it accurately and meaningfully assesses the components of the College's Information Literacy rubric. (CCC 5; PGC 3, 4)

See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.

Measurable Performance Objectives (MPOs)

Upon completion of this course, the student will:

  1. Adapt the stages of the information cycle to apply to the participant's discipline.
    1. Explain the information cycle with regard to a discipline-specific historical event.
    2. Identify and justify the stage(s) of the information life cycle appropriate for seeking discipline-specific information sources.
    3. Develop a lesson plan to teach students to link different research objectives to the appropriate points in the information cycle.
  2. Compare and contrast publically available versus fee-based information sources.
    1. Explain the characteristics, advantages, and disadvantages of publically available versus fee-based information sources.
    2. Identify and justify the appropriate publically available and/or fee-based information sources to meet a discipline-specific information need.
    3. Develop a lesson plan to teach students to discriminate among the various information sources available for research at Delaware Tech.
  3. Evaluate information sources using the criteria of currency, relevance, authority, accuracy, and purpose.
    1. Identify and expand upon the appropriate criteria to evaluate information sources to fulfill a discipline-specific pedagogical objective.
    2. Discriminate among various resources within a particular information source by applying and refining appropriate evaluative criteria.
    3. Develop a lesson plan to teach students to select and apply relevant criteria to evaluate information sources.
  4. Modify a discipline-specific research assignment so that it accurately and meaningfully assesses the components of the College's Information Literacy rubric.
    1. Revise an existing research assignment so that it effectively assesses students' process (as opposed to product), incorporating the five overarching traits of the core curriculum competency (CCC) 5 rubric.
    2. Reflect on the relationship between program curriculum and college-wide outcomes assessment.

Evaluation Criteria/Policies

The grade will be determined using the Delaware Tech grading system:

90-100 = A
80-89 = B
70-79 = C
0-69 = F
Students should refer to the Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.

Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)

  1. Develop and apply a dynamic approach to teaching that is grounded in pedagogical principles and an appreciation for the needs of diverse learners.
  2. Design and develop learner-centered courses based on sound instructional design principles.
  3. Apply learner-centered instructional strategies to enhance student engagement, learning, and success.  
  4. Design and implement a variety of formative and summative assessments to evaluate learning, communicate feedback, and guide instruction.
  5. Leverage appropriate technologies to advance teaching and learning.
  6. Engage in continuous development to maximize instructional effectiveness.

Core Curriculum Competencies (CCCs are the competencies every graduate will develop)

  1. Apply clear and effective communication skills.
  2. Use critical thinking to solve problems.
  3. Collaborate to achieve a common goal.
  4. Demonstrate professional and ethical conduct.
  5. Use information literacy for effective vocational and/or academic research.
  6. Apply quantitative reasoning and/or scientific inquiry to solve practical problems.

Students in Need of Accommodations Due to a Disability

We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.

Minimum Technology Requirements

Minimum technology requirements for online, hybrid, video conferencing and web conferencing courses.

Academic Integrity

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Attendance

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Cell phone/Electronic Device

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Tuition Adjustment Policy

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