Integrating information literacy into the Virtual University: a course model

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

During that week, students were required to read Web-based sources about the issues surrounding information access and use, as well as review plagiarism and the ethical use of information. The selected legal, economic, and social issues included:

* Intellectual property and fair use of copyrighted materials;

* Free access to information, libraries and censorship; and

* Free vs. fee-based access to information.

Students reacted to the readings through threaded discussions. The discussion questions (see examples below) prompted students to critically think about issues.

* Do you think the author is correct in her premise that the value of information will shift from the creation of content to the services associated with that content?

* How do you think creators of information content should approach their work in the future?

* As you research your multimedia topics, how much information do you think you will find in the free area of the World Wide Web?

The second IL unit (week three) guided students through the process of accessing and evaluating information. Students were assigned readings covering the standard evaluative criteria (authority, accuracy, currency, coverage, and objectivity); they reacted to these readings by participating in threaded discussions in response to posted questions. In some cases, student discussion indicated that they already employed standard criteria. However, it was also clear that the readings and discussion with their classmates added to their knowledge base and experiences. For example, students responded to the question, "What has been your experience with the quality of Web-based information compared to print information sources such as journal articles and books?", by stating that they believed Web-based information was more accessible, more understandable, and the quality comparable in some cases. At the same time, they also pointed out that the Web held too much information, the accuracy was questionable, and the library's Web-based databases were better than the free Web information.

Instructor feedback was a synthesis of student discussion, but also included additional points that needed to be made. For example, in response to student comments about fee-based and free Web information sources, the IL instructor pointed out that libraries must shift from ownership of sources to providing access to sources because information volume and cost are increasing while library funding is decreasing.

Students put into practice what they learned about accessing and evaluating information by identifying three information sources pertaining to their upcoming Web site group project. They then critically examined the sources and wrote source annotations utilizing the standard evaluative criteria (critical thinking skills). [Note: Selected taxonomies (skills) are high-lighted throughout this section. They receive additional consideration in the discussion on assessment at the end of the section.] The second unit addressed selected outcomes relating to IL Standards One (information need), Two (access), and Three (evaluation). The main IS objectives associated with the IL outcomes addressed covered: