INFORMATION TECHNOLOGY LITERACY
Print Literacy
- Critical reading, writing and analytical skills
- Research methods and discernment (editing) skills
- Grammar, academic standards, discipline
Media Literacy
- Decoding and deconstruction of sources
- Critical analysis of audio and visual media content
- Passive reader/production issue
Information Technology Literacy
- Access and critical analysis of sources with research methods
- Decoding and deconstruction of sources with editing and discernment
- Online composition -- non-linear narrative and analysis
- Grammar, academic standards and discipline with the Three R's
Three R's of Information Technology
- Reading -- access, edit, sequence information (ACRL Standards)
- Writing -- truncate text, design spatial, navigational, non-linear presentations for information
- Resolution -- basic imaging, file construction and management, art of bricolage
ACRL Standards -- they're about online reading only, and they presume offline writing.
- Determine the extent of information needed
- Access the needed information effectively and efficiently
- Evaluate information and its sources critically
- Incorporate selected information into one's knowledge base
- Use information effectively to accomplish a specific purpose
- Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
Sophomore proficiencies -- ACRL (reading) Standards plus the other two R's
Senior proficiencies -- same academic standards for critical reading, writing and analytical thinking skills for print, av media and online information.
CORE ITL Module - Proposal
- Curricular Structure -- Four credit, self-contained ITL module taught by IT staff and library faculty, embedded in full time program
- Weekly Classes -- two hour session for three R 's instruction; two hour assisted work session (skills practicum)
- Academic Content -- produce/sustain narrative and analysis without linearity
- Blog, website assignments with program's academic content
- Full program faculty participation
- Administrative matters -- Winter and Spring quarters only
- Winter start up as incentive for CORE retention
- Gaining new literacy during class time as incentive for program faculty
- Structured opportunities for snapshot and longitudinal assessment studies
- Same module for library/AC interns, but Fall and Winter for them
- Add peer teaching to internship
