GENERAL EDUCATION COURSE PROPOSAL
WEBER STATE UNIVERSITY
COMPUTER AND INFORMATION LITERACY

Requirement(s) (check all that apply):

_____Part A: Word Processing
_____Part B: Operating Systems, E-mail, and Graphic Presentations
_____Part C: Spreadsheets
__X__Part D: Information Literacy (Library and Internet Research Skills)

Date: March 5, 2012

College: Stewart Library

Department: Library Science

Catalog Abbreviation: LIBS

Catalog Title: Information Resources in Education

Course Number: LIBS TD2604
Credit Hours: 1

Substantive: ______
New: __ X ___
Revised: ______
Renewal _____
Effective Date _________



Course description as you want it to appear in the catalog:
Intended for students interested in education, this one-credit hour course will assist in developing information literacy and academic research skills, and an understanding of academic integrity issues unique to the field of education. Students will develop skills in identifying, locating, retrieving, documenting, and critically evaluating both electronic and print resources that are appropriate for undergraduate research, with emphasis in education and related disciplines. Completion of this course meets part D of the WSU Computer and Information Literacy requirement. Cross listed as EDUC TD2604.




COMPUTER & INFORMATION LITERACY GENERAL EDUCATION MISSION STATEMENT

The Weber State University Computer and Information Literacy (CIL) requirement provides students with the ability to use computers, the Internet, and library resources. Specifically it provides students with skills and knowledge to input, format, find, identify, retrieve, analyze, and evaluate information to support academic success and lifelong learning.


Course Title Information Resources in Education

Department Library Science


Provide justifications in Sections A-D for each of the CIL Part Requirements checked above.

A. Justification for Course Covering CIL Part A Requirement: Word Processing.

Part A Core Competencies:

Create, edit, save/print, and retrieve a document.
Move/copy, indent, space, find/replace, bold/underline/italicize, and center text.
Number pages, format font, create references, insert headers and footers, place graphics, and spell check documents.
Create, format, and edit tables.


Describe how the course prepares students to successfully complete tasks related to Word Processing. Cite specific lecture topics, written assignments, and/or lab projects that address each of the core competencies listed above. Refer to your attached syllabus as needed.




















B. Justification for Course Covering CIL Part B Requirement: Operating Systems, E-mail, and Graphic Presentations.

Part B Core Competencies:

Operating Systems: Use appropriate applications to create folders and subfolders, format storage medium, name, rename, copy, move, and delete files and folders.
Internet: Fundamental knowledge of how to use the Internet as a source of information.
E-mail: Delete, print, and attach files to e-mail messages as well as send, copy, forward, and save e-mail.
Presentations: Use design templates to create slide presentations that include titles, bulleted lists, clipart, and animated gifs. Modify presentations by adding slides, changing their order, formatting text, correcting spelling, adding headers and footers, and applying animation effects.


Describe how the course prepares students to successfully complete tasks related to Operating Systems, E-mail, and Graphic Presentations. Cite specific lecture topics, written assignments, and/or lab projects that address each of the core competencies listed above. Refer to your attached syllabus as needed.



























C. Justification for Course Covering CIL Part C Requirement: Spreadsheets.

Part C Core Competencies:

Format and edit spreadsheets, retrieve spreadsheets, spell check spreadsheets, and save/print spreadsheets.
Create and enter data, add/erase data cells, use absolute cell references, create column/row labels, adjust column width, format data.
Enter/copy functions and formulas such as AVG, IF, MAX, MIN, PMT, SUM, Know basic formulas for percentages and markup.
Create graphs.

Describe how the course prepares students to successfully complete tasks related to Spreadsheets. Cite specific lecture topics, written assignments, and/or lab projects that address each of the core competencies listed above. Refer to your attached syllabus as needed.































D. Justification for Course Covering CIL Part D Requirement: Information Literacy.

Part D Core Competencies:

Identify Information Needs: Use the research process, construct a research question with a manageable focus, differentiate and apply different types and formats of information (scholarly/popular, primary/secondary, etc.).
Find Information Effectively: Demonstrate how information is organized, use Boolean Logic and other search strategies to effectively use library catalogs, article databases, and Internet search engines.
Critically Evaluate Information: Identify and apply evaluation criteria to assess the quality of information retrieved.
Use Information Ethically: Demonstrate the importance of properly and correctly citing a source used. Identify what constitutes plagiarism and how to avoid it.


Describe how the course prepares students to successfully complete tasks related to Information Literacy. Cite specific lecture topics, written assignments, and/or lab projects that address each of the core competencies listed above. Refer to your attached syllabus as needed.

D1. Identifying Information Needs: The library research process will be discussed in detail throughout the semester, beginning with how to construct a research question or thesis statement with a manageable focus. Students will demonstrate their abilities related to this competency through one or more of the following options: a topic selection assignment; quiz questions on keywords, synonyms, and questions/theses; or reflective essay on the value of information literacy. The ability to differentiate and apply different types and formats of information is introduced in Module 2 and reinforced throughout the course; this concept is assessed through quiz questions; performance on the library catalog, article database, and web assignments; and performance on the final project, which may be an annotated bibliography, final exam, reflective paper, or class poster presentation. If a pre/post test is used to assess overall student learning, questions regarding this competency will also included here. In addition to standard presentation of materials through either class lecture, online textbook, or online video lectures (or some combination of the above), supplementary materials are included to reinforce these concepts, and these include handouts on the Research Process, Developing Search Statements, and Popular vs. Scholarly vs. Trade Publications.)

D2. Find Information Effectively: The development of effective search strategies using search syntax (e.g., Boolean operators, truncation, phrase searching, field searching, etc.) are introduced in Module 2 and reinforced in Modules 3-5 through the textbook, audio lectures, demonstrations, and classroom practice. Student learning in this competency may be assessed through assignments on Finding Books, Articles, and Websites, quizzes on search tools and search techniques, and performance on the final project, which may be an annotated bibliography, final exam, reflective paper, or class poster presentation. If a pre/post test is used to assess overall student learning, questions regarding this competency will also included here. In addition to standard presentation of materials through either class lecture, online textbook, or online video lectures (or some combination of the above), supplementary materials are included to reinforce these concepts, and these include information on Developing Search Statements, Searching the Online Catalog, and Setting Google Scholar Preferences.


D3. Critically Evaluate Information: Evaluation of the quality of information is introduced in Module 2. Critical evaluation of materials found in the library catalog is discussed and demonstrated in Module 3. Similar coverage is given to articles in Module 4, and Web sources in Module 5. Student learning in this competency may be assessed through in-class exercises, assignments requiring students to find, summarize, and evaluate books, articles, and websites, quiz questions on resource evaluation, and performance on the final project (annotated bibliography, final exam, reflective paper, or class poster presentation). If a pre/post test is used to assess overall student learning, questions regarding this competency will also included here. Because this is one of the most difficult concepts for students to understand, detailed supplementary materials for the textbook are included to reinforce these concepts, and these include handouts on Evaluation Criteria; Evaluating Books- Step by Step; Evaluating Articles- Step by Step; Evaluating Websites- Step by Step. Each provides a step-by-step demonstration of this process. In the video lecture portion of the course, walk-through demonstrations are provided.


D4. Use Information Ethically: Students are introduced to a variety of information ethics issues in the first Module of the course, including cheating, ethical group work, plagiarism, intellectual property rights, falsification and misrepresentation of data, fair use, public domain, and the WSU Student Code. This portion of the course highlights two aspects of academic integrity: First is the importance of plagiarism and how to avoid it through the use of techniques such as summarizing, paraphrasing, quoting, and through the creation of complete and accurate citations. Students document the resources they find on their topics using APA citation format, which is the format they will be required to use in their majors. Secondly, this course emphasizes ethical use of materials in teaching. Real-life scenarios will be used to illustrate the gray areas of this topic, and these scenarios are discussed either in-class or through threaded discussions or reflective essays. Hybrid sections of this course will use TurningPoint to conduct anonymous online student polling on these issues, and group activities to discuss examples of plagiarism. These concepts are also addressed through quiz questions, through the final exam, and demonstrated through ethical documentation of sources on final projects (annotated bibliographies, class poster presentations, etc.). Supplementary materials for the textbook will reinforce these concepts, and these include handouts on Good Habits for Avoiding Academic Dishonesty, and several focusing on citation formats and the creation of citations. If a pre/post test is used to assess overall student learning, questions regarding this competency will also included here.


COMPLETE THE FOLLOWING

1. Has this proposal been discussed with and approved by the department?
Yes.


2. List those general education courses in other departments with similar subject matter and explain how this course differs.
There are no classes in other departments with similar subject matter.


3. If the proposed new general education course affects course requirements or enrollments in other departments, list the departments and programs involved and attach comments from each.
This course will have no effects on course requirements or enrollments in other departments


4. Attach a syllabus of the course. Include the number of contact hours per week and the format of these hours (e.g., lecture, lab, field trip, etc.). A syllabus is appended to this form.


New Courses Only:

5. Discuss how you will assess student learning outcomes associated with this course
All exercises, quizzes, in-class activities, and projects for this course have been designed to address one or more of the applicable or identified student learning outcomes for this course. Types of assessments that may be used were described in Part D. Justification for Course Covering CIL Part D Requirement: Information Literacy.


Current General Education Courses and Existing Courses Seeking General Education Status:


6. Discuss how you have assessed the applicable or identified student learning outcomes associated with this course.
All exercises, quizzes, in-class activities, and projects for this course are designed to address one or more of the applicable or identified student learning outcomes for this course.


7. How has this assessment information been used to improve student learning?
At the end of each semester, assessment information will be reviewed in order to identify areas in which improvement is needed.





GENERAL EDUCATION COURSE APPROVAL PAGE




Approval Sequence:



________________________________________
Department Chair/Date




_________________________________________
Dean of College/Date




_________________________________________
University Curriculum Committee/Date





Passed by Faculty Senate_____________________________Date

















NOTE: This course is may be taught in either online and hybrid format. Included here is an example of an online course syllabus.

LIBS/EDUC 2604
Information Resources in Education

Instructor: Shaun Jackson, Ph.D.
Office: LI 139B
Email: shaunjackson@weber.edu
Phone: 801-626-6827
Office Hours: By appointment

Course Materials:
All course readings will be provided in the Canvas online course system. You will also be using the APA manual; copies are available at the Reference Desk and on Reserve at the Circulation Desk on the lower level of the library, so you do NOT have to purchase a copy:
American Psychological Association. (2009). Publication manual of the American Psychological
Association. (6th ed.). Washington, DC: The Association.

Course Description & Learning Objectives:
Intended for students interested in education, this one-credit hour course will assist in developing information literacy and academic research skills, and an understanding of academic integrity issues unique to the field of education. Students will develop skills in identifying, locating, retrieving, documenting, and critically evaluating both electronic and print resources that are appropriate for undergraduate research, with emphasis in education and related disciplines. Completion of this course meets part D of the WSU Computer and Information Literacy requirement.

Course Objectives:
By the end of this course, each student will be able to:

1. Students will be able to articulate the value of information literacy for academic success and beyond
Articulate the importance of information literacy in the field of education

2. Students will demonstrate an understanding of academic integrity
Articulate the purpose and importance of documenting research
Employ techniques to avoid plagiarism, such as paraphrasing, summarizing, and quoting
Properly cite information sources using the most current version of APA style
Interpret a citation
Understand and apply the concepts of copyright and fair use in the classroom
Use electronic material ethically in the classroom

3. Students will demonstrate an understanding of the types and formats of information available for academic research
Articulate the types and characteristics of educational research
Distinguish between primary and secondary sources
Distinguish between popular and scholarly materials

4. Students will be able to demonstrate an understanding of library resources and services in order to access information
Identify the most appropriate research tools to find information on an educational topic
Use library catalogs to identify and locate information in the library; be able to limit catalog searches to curriculum library and young people’s collection
Use interlibrary loan to retrieve items not available in the local library system
Use article databases to find information from journals, magazines and newspapers
Use Internet search engines to find high quality Web sites
Find information, borrow materials, and get help in the library

5. Students will be able to use the research process to revise and refine research results
Develop a focused research question or thesis statement in order to clearly define a topic in education
Develop and apply search statements using keywords, Boolean logic, truncation, and other advanced search techniques
Clearly describe and evaluate resources appropriate for their research question or thesis in education

Course Requirements:
Assignments (300 points total): Two assignments, each requiring hands-on application of skills introduced in the course readings/video lectures, will be assigned during the semester. Both will be completed in groups. Students should ask for assistance from the instructor and/or a reference librarian whenever they need assistance. Students are required to submit assignments electronically via Canvas.

Threaded Discussions (40 points each; 80 total): Two threaded discussions on concepts introduced in the course readings/video lectures, will be assigned during the semester.

Quizzes(25 points each; 100 total): Four quizzes are scheduled during the semester; these cover material introduced in the course readings/video lectures. Quizzes are available in Canvas.

Pre-test/Post-test (10 points each; 20 points total): Each student is required to take a pre-test within the first week of class and a post-test on the last day of class. Everyone who takes these tests will get the full 10 points for each test. The purpose of these tests is to evaluate overall student learning in the course. Individual scores will not be recorded.

Grading: 500 points are possible, distributed as follows:
ÿÿ ÿPre-test 10
ÿÿÿ 2 Assignments 300
2 Threaded Discussions 80
ÿÿ ÿ4 Quizzes (25 points each) 100
ÿÿ ÿPost-test 10
ÿÿÿ Total Points 500
ÿÿÿ
Final grades will be assigned based on the following scale:
460-500 = A
ÿÿÿ 450-459 = A-
ÿÿ ÿ 440-449 = B+
ÿÿ410-439 = B
ÿÿ400-409 = B-
ÿÿ390-399 = C+
ÿÿÿ360-389 = C
ÿÿÿ350-359 = C-
ÿÿÿ340-349 = D+
ÿÿÿ310-339 = D
ÿÿÿ300-309 = D-
ÿÿÿ000-329 = E


ÿÿÿÿ
Academic Dishonesty:
Cheating, plagiarism and any other form of academic dishonesty will not be tolerated. Students are expected to abide by the Student Code as printed in the WSU Student Handbook. Proof of academic dishonesty will result in a final grade of E for the course and the circumstances will be reported to the Dean of Students.

Services for Students with Disabilities:
Any student requiring accommodations or services due to a disability must register with Services for Students with Disabilities (SSD) in room 181 of the Student Services Center and must provide me with a letter from the SSD office indicating their eligibility. SSD can also arrange to provide course materials (including this syllabus) in alternative formats if necessary.

Writing:
Students are expected to write clearly and completely, at a level appropriate for undergraduate course work. You need to use correct spelling and grammar, complete sentences, and language appropriate for a written assignment. I will take points off for excessive misspellings, typos, grammatical errors, etc. Be sure to proofread your work! Take advantage of the writing center if you need help in this area- it’s free!!


COURSE SCHEDULE & DUE DATES (Tentative/Subject to Change)

TOPICS & ACTIVITIES READINGS
WEEK 1 Introduction & Overview
WSUOnline/Canvas environment
PreTest DUE xx Introduction
Course syllabus
WEEK 2 Introduction
Module 1: College Level Research & Academic Integrity
Threaded Discussion DUE xx Lesson 5: Information Literacy –
What & Why
Lesson 1: Moving from High-School to College Level Research
Lesson 2: Academic Libraries
WEEK 3 Information Ethics & Academic Integrity, part 1.
In your own research.
Quiz 1 DUE xx Lesson 3: Information Ethics &
Academic Integrity
Lesson 4: Plagiarism
WEEK 4 Information Ethics & Academic Integrity, part 2.
In the classroom.
Threaded Discussion DUE xx
WEEK 5 Module 2: Research Strategies
Types & Characteristics of Educational Literature
Choose Scenarios, Group Assignments Lesson 1: Formats of Information
Lesson 2: Types of Information
Lesson 3: Working With Your Topic
WEEK 6 Research Strategies & Evaluation
Group Assignment 1 DUE Lesson 4: Search Techniques
Lesson 5: Evaluating Information Quality
WEEK 7 Module 3: Finding Books & Media
Curriculum Library, Young People’s Collection
Quiz 2 DUE xx Lesson 1: The Library Catalog
Lesson 2: Searching for Books in the Catalog
Lesson 3: The Catalog Record
WEEK 8 Summarizing, Citing & Evaluating Books
Begin locating book for assignment 3 Lesson 4: Citing & Evaluating Books
WEEK 9 Module 4: Finding Articles: Education Databases Lesson 1: Article Databases
Lesson 2: Searching Article
Databases
Lesson 3: The Database Record
WEEK 10 Finding Articles: Google Scholar
Summarizing, Citing & Evaluating Articles Lesson 4: Searching for Articles in
Google Scholar
Lesson 5: Citing & Evaluating Articles
WEEK 11 Module 5: Finding Reliable Websites in Education
Quiz 3 DUE xx Lesson 2: Using Google for Academic Research
Lesson 3: Using Wikipedia for Research
WEEK 12 Summarizing, Citing & Evaluating Websites/Web Pages
WEEK 13 Using Web Resources in the Classroom
Quiz 4 DUE xx Lesson 4: Citing & Evaluating Websites/Web Pages
WEEK 14 Group Assignment 2 DUE
WEEK 15 PostTest DUE xx