Units

---

Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

The critical nature of information literacy and lifelong learning in the information society is increasingly being acknowledged by the government, corporate and educational sectors. Information professionals and other educators have an important role in empowering their clients to engage effectively with, and learn from their information environments. As a professional you may engage in policy development, advocacy, research, developing and implementing instruction programs or managing staff who undertake these activities. New professionals and other educators can become heavily involved in information literacy programs¿ in a range of environment including education, workplace and the community. This unit provides the opportunity for theoretical and practical work in contexts of your choice to suit your individual interests.

Aims

This unit aims to develop your understanding of information literacy and information literacy education, and how these concepts can be applied according to the needs of client group(s) of your choice.

Objectives

On completion of this unit you should be able to:

1. apply information literacy and learning theory in the development of client-focussed strategies for information literacy education. (GC2, GC1)
   


2. apply relevant educational techniques, such as assessment and evaluation in the context of information literacy education; (GC 1)


3. articulate a compelling rationale for the importance of information literacy and information literacy education; (GC7, GC3)


4. Deepen professional understanding of information literacy in academic, workplace or community stakeholder group through detailed planning and/or reflection; (GC7, GC 6, GC2)


5. Work independently and/or collaboratively on typical professional tasks associated with information literacy education, and reflect on learning achieved in those contexts. (GC4, GC5)

Key: Graduate Capabilities
GC1 - Knowledge and Skills
GC2 - Critical and Creative Thinking
GC3 - Communication
CG4 - Lifelong Learning
GC5 - Independence and Collaboration
GC6 - Social and Ethical Responsibility
GC7 - Leadership and Change

Content

This unit introduces the concepts of information literacy and information literacy education as significant contributors to the formation of information and knowledge societies, and to the contemporary experience of learning in academic, community and workplace contexts. You will have the opportunity to learn and apply principles and techniques for designing, implementing and evaluating information literacy education that will enhance your clients' abilities to work within contemporary information environments. Different approaches to information literacy and information literacy education will be considered and their relationship with ways of thinking about teaching and learning will be explored. You will be encouraged to apply principles and strategies to contexts relevant to you through group discussion and in the completion of assessment items.

Approaches to Teaching and Learning

The unit's teaching and learning strategies are designed to encourage you to develop both theoretical understanding and practical skills. You will be able to undertake this unit attending face to face classes, in online mode, or using a combination of both approaches that works for you. All unit resources are available from the Blackboard site.

The unit is comprised of three parts 1) exploration of key concepts and issues, through online resources. Face to face discussions are also available to internal students. If you are attending classes you will also need to do some preparation through reviewing online resources. If you are working online you will need to contribute your reflections and thinking via tools such as blogs and wikis. 2) application of concepts through typical professional projects as outlined in the assignments. In class and online time will be devoted to assignment issues as these are vital learning strategies in the unit. 3) presentation of educational events either in class, or in a context of your choice.

Emphasis is placed on community learning through the assignments, activities and regular group discussions on key ideas. Reflective practice is incorporated as a professional attribute; self assessment is used to introduce you to continuous monitoring of your personal professional development.

You will be encouraged to complete your assessment in pairs or small groups of three. Group work will foster your ability to perform as part of an information literacy education team. You are encouraged to discuss the challenges you are facing in your assignment with your group members and with other class members and the unit coordinator either in class or through the blackboard site. Such opportunities will be built into the recommended weekly activities.

Assessment

Internal students may submit assignments via Assignment Minder. Submission of assignments electronically through Blackboard is encouraged to enable prompt feedback and marking. Details will be announced during semester. You are expected to work on the assignments independently, however many opportunities for assistance will be built into weekly classes and online learning experiences.

*NB Students select either Project (applied) 2 or Reflective Journal.You can obtain feedback on your progress throughout the unit through the following mechanisms:

• online opportunities for asking questions will be made available via the Blackboard site


• you may submit an early draft of your information literacy plan for feedback around week six of semester


• class opportunities for consultation with teaching staff will be available.

Assessment name: Project (applied) 1
Description: Information literacy educational event, to be completed in small groups (no more than three or four)
Relates to objectives: 1,2,5
Weight: 50%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Week 9 onwards

Assessment name: Project (applied) 2
Description: Information literacy plan, to be completed in small groups (maximum three)

Approximate due date: Week 13 (you may submit a draft for feedback midway through the semester . submitting the draft will ensure that you are on track for completion at the level (grade) you are seeking.

*NB Students select either Project (applied) 2 or Reflective Journal.
Relates to objectives: 1,3,4,5
Weight: 50%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Week 13

Assessment name: Reflective Journal
Description: Information literacy journal, to be completed individually or in pairs.

*NB Students select either Project (applied) 2 or Reflective Journal.
Relates to objectives: Relates to learning outcomes: 3,4,5
Weight: 50%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Week 8 onwards

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

No extraordinary charges or costs are associated with the requirements for this unit. If you are completing the unit in online mode a broadband connection is highly recommended.
Required
There is no required text for this subject. While many resources will be made available via the Blackboard site, you are also expected to independently locate and read resources related to this subject,
Recommended
Andretta,S. (2006) Change and challenge: information literacy for the 21st century, Auslib Press, Blackwood.
Andretta, S. (2005) Information literacy: a practitioner's guide, Chandos Publishing, Oxford.
Bruce, C.S. (2008) Informed learning, American Library Association, College and Research Libraries: Chicago.
De Bono, E. (2008) Six frames for thinking about information, Vermillion, London.
Eisenberg, M.,Lowe, C., and Spitzer, K. (2004) Information literacy: essential skills for the information age, Libraries Unlimited, Westport Connecticut.
Grassian, E.S. and Kaplowitz, J.R.(2009) 2nd Edition. Information Literacy Instruction: Theory and Practice, Neal Schuman Publishers, NY.
Kuhlthau, C.C. (2004) Seeking meaning, 2nd edition. Libraries Unlimited, London.
Longworth, N. (1999) Making lifelong learning work: learning cities for a learning century, Kogan page London.
Lloyd, A. (2010) Information literacy landscapes: information literacy in education, workplace and everyday contexts, Chandos Press, London.
Lloyd, A. and Talja S. (2010) Practicing information literacy:bringing theories of learning, practice and information literacy together. Charles Sturt University Press, Wagga Wagga.
Nahl, D. and Bilal, D. (2007) Information and emotion, Information Today, New Jersey.
Ragains, P. (Ed) (2006) Information literacy instruction that works, Neal Schulmann, New Jersey.
Ramsden, P. (2004) Learning to teach in higher education, 2nd edition, Routledge Falmer, London.

Risk assessment statement

There are no unusual health or safety risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 24-Oct-2012