Course Name:Information
Resources in Education
Course Prefix: LIBS TD
Course Number: 2604
Submitted by (Name & E-Mail): Shaun Jackson,
shaunjackson@weber.edu
Current Date: 2/10/2012
College: Library
Department: Library
From Term: Fall
2012
Substantive
|
new |
Current Course Subject
N/A Current Course Number |
|
Subject: LIBS
Course Number: 2604 |
Check all that apply:
This is for courses already approved for gen ed. Use a different form for proposing a new gen ed designation. DV CA HU LS PS SS EN AI QL TA TB TC TD TE |
Course Title: Information Resources in Education
Abbreviated Course Title: Info Resources/Educ
| Course Type: | LEC |
Credit Hours: 1 or if variable hours: to
Contact Hours: Lecture 1 Lab Other
Grading Mode: standard
| This course is/will be: |
a
required course in a major program a required course in a minor program a required course in a 1- or 2- year program elective |
Prerequisites/Co-requisites:
Course description (exactly as it will appear in the catalog, including prerequisites):
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.
Justification for the new course or for changes to an existing course. (Note: Justification should emphasize academic rationale for the change or new course. This is particularly important for courses requesting upper-division status.)
WSU students have
several course options for fulfilling Part D of the Computer & Information
Literacy requirement; these include the LIBS TD1704 Information Navigator
course, LIBS TD2704 Information Resources in the Business Disciplines, LIBS
TD2804 Information Resources in the Social Sciences, and LIBS TD 2904
Information Resources in the Health Professions. The majority of education
students currently take LIBS TD1704 Information Navigator course, which places
an emphasis on general library resources that will benefit a class of students
in a variety of academic areas.
Teachers are in the unique position of having to understand not only how to
identify, locate, retrieve, document, and critically evaluate resources for
their own research endeavors, but must also be able to model these skills for
their students and understand how to use all types of material appropriately in
the classroom. While LIBS TD1704 and LIBS TD 2804 focus on accessing and using
interdisciplinary resources, neither of these is dedicated to the field of
education or focuses on this unique aspect of teacher education.
This course will focus on the types and characteristics of educational
literature, and will provide expanded coverage on the principles of academic
integrity and information ethics and their applications in both academic
research and in the classroom. Emphasis will be placed on the WSU’s Curriculum
Library and Young People’s Collection, and on the reference tools and electronic
resources specific to education and related disciplines. With the proliferation
of Internet use in the classroom, attention will be given to ethical use of Web
resources in the classroom.
INFORMATION PAGE
for substantive proposals only
1. Did this course receive unanimous approval within the Department?
true
If not, what are the major concerns raised by the opponents?
2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?
As stated above, the current library science courses focus on general, business, interdisciplinary social science, or health resources, which are not the most appropriate for education students. Additionally, this course will be offered in both online and hybrid formats, which will address all students’ schedules, including those who are distance students.
3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.
There are a number of
courses in the College of Education that incorporate a research module; however
the library's current role in these courses is usually limited to a
handout/online resource guide and/or a one-hour session in the library. This
course will provide students with a semester-long experience in formulating
focused research questions and/or thesis statements on education-related
research topics, using education-specific tools to find and evaluate the
appropriate literature, and learning about the ethical use of materials in their
own research and in the classroom. They will be able to apply this information
to other education-related courses and in the classroom.
Content dealing with the ethical use of information is covered briefly in Dr.
Vicki Napper’s educational technology courses (EDUC 3110 and EDUC 3370). The
material in this course will complement and expand on the content taught in the
educational technology courses where the foundational principles of Copyright
Law and the Fair Use Guidelines are applied in developing multimedia
presentations.
This course will serve as an additional option for students to meet part D of
the WSU Computer and Information Literacy requirement.
4. Is this course required for certification/accreditation of a program?
no
If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.
5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).