Integrating information literacy into the Virtual University: a course model

Library Trends, Fall, 2002 by Lori E. Buchanan, DeAnne L. Luck, Ted C. Jones

* What course documents would be used? Would a separate print text be most appropriate? Would Web-based readings be available?

* Had all enrolled students already completed at least one online course? Had they completed at least one graduate course? Did they hold a bachelor's communications degree?

* Could this course's learning objectives be accomplished in Blackboard?

The chief instructor realized that a new conceptualization of multimedia literacy was necessary and began with a definition. The following definition is based on a synthesis of the definitions of literacy, visual literacy, and multimedia (Lexico LLC, 2002). Multimedia literacy is "having the knowledge or competence needed to recognize and understand ideas conveyed through various media" (Jones, Luck & Buchanan, 2002, Collaborating Online to Teach section, para. 10). This new definition freed the instructors to focus on multimedia concepts and ideas rather than software tutorials and labs. Enabling students to acquire a broad knowledge of what works and what does not work in multimedia environments was deemed the most appropriate course objective. Instructional strategies that would ground students in information and multimedia concepts and ideas, as well as provide them with some practical experiences in which to apply the concepts, emerged.

Given the fact that the course was being delivered online via the World Wide Web, students could use the Web to explore concepts of information and multimedia literacy. In place of a single text, instructors identified course content readings freely available on the Web, via the library's Web-based databases or through electronic reserves, and provided links to them within the Blackboard environment. Instructors created weekly course overviews that guided students in completing course readings, answering threaded discussion questions, and writing essays. Students also were required to design and construct group Web sites and compile individual Web portfolios in which they collected written and multimedia examples of their own work and supporting materials. Throughout all of their work, students gained in IL competencies, which enhanced their ability to complete the assigned work.

Information Literacy Outcomes Addressed

Selected student learning outcomes associated with the ACRL Information Literacy Competency Standards for Higher Education (2000) were addressed throughout the multimedia literacy course. The ACRL Instruction Section's (IS) Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians (2001) was used in conjunction with the ACRL Standards to pinpoint specific objectives related to the IL student learning outcomes. Although later units reinforced IL outcomes as well, two initial IL units offered during the second and third weeks of the course focused specifically on information literacy content.

The course overview for the first IL unit (week two) began by emphasizing the students' need to develop topics to cover in their Web sites and Web portfolios. This first unit then covered nearly all of the student learning outcomes (and the specific IS Objectives) associated with IL Standard Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.