This morning, the USC librarians had an all-hands-on-deck meeting to discuss the results of a recent survey and our new strategic plan. Toward the end, one of our Library IT staff (who, let me tell you, is the coolest guy) said he had seen the Libraries mentioned in the platform statements of the Student Government candidates. Moreover, he had noticed that the students wanted more 2-credit courses and he said this would be a great opportunity for the Libraries to create semester-long Information Literacy course.
I couldn’t agree more. And this got me thinking: what would this course look like? Would it be interdisciplinary or a broad overview? How would it differ from a full, 3-credit course? I haven’t completely fleshed out these thoughts but I wanted to get some of them out there and hear what you think.
The course that I have in mind would be called “Information Architecture.” The objective of the course would be to introduce students to the information ecosystem of the 21st century and teach them the skills necessary to succeed (however we choose to define that) in an information-rich environment. Here’s a basic breakdown of the course:
Unit 1: Introduction. Covers: what we define as information, how we encounter it in daily life, how we choose to divide it (work vs. play), and the importance of access.
Unit 2: Information Organization and Structure. Covers: Types of information systems, how to navigate specific systems, how info is organized in these systems and implications of such organization.
Unit 3: Basic research skills. Covers: Types of information sources, database searching, using controlled vocabulary and folksonomies, personal information management.
Unit 4: Production of Information. Covers: history of publishing and dissemination, current formal and informal methods of production.
Unit 5: Medium and Message. Covers: how medium affects message, politics of choosing one over another, implication of transferring between media.
Unit 6: Ethics of Information. Covers: Proprietary information, open access, copyright, intellectual property, and proper vs. improper use of information. (big section!)
Unit 7: Advanced research skills. Covers: Types of information resources for specific subjects, human and institutional resources, archives.
Unit 8: Final project focus.
The course would offer students (undergraduates) two tracks: (1) general research skills and (2) topic-specific skills. Depending on the student’s major and academic year, she could be assigned (or choose) either Track 1 or Track 2. Track 1 (general research skills) would be geared toward undeclared majors and 1st-2nd years. Track 2 (topic-specific skills) would be geared toward declared majors and 3rd-4th years.
Both tracks would require keeping a weekly log (written, typed, blogged, recorded, etc.) of experiences (problems, feelings, successes) encountered while doing research. The final project would include a reflection paper (or other format) and a brief annotated bibliography consisting of a variety of sources. Those on Track 1 would select a topic of their choice on which to focus their research. Track 2 students would connect their research to their declared major. Both tracks would be encouraged to use coursework in another class as a guide (per instructor’s approval).
I won’t go into more detail than that. I’m still trying to work out what is the essential content of the course (so much to teach and the time so precious!). Of course, I would work in digital technologies, collaborative work, self-assessment and peer-feedback, but the critical thing is that it integrates with other courses. What do you think? Does your university teach a semester-long IL course? Is it successful? Tell me about it in the comments!