Information Literacy (5cr)

Evaluation scale

1-5

Objective

The Learning Outcomes of the Course are:
1. students have an understanding of the key components of information literacy and are able to recognise its different definitions and neighbouring concepts (digital literacy, media literacy, transliteracy etc.)
2. students understand what the different components of IL mean in practise
- defining information needs / problems, knowledge and choice of information sources
- search strategies and information retrieval
- evaluating information and information sources
- processing and sharing / communicating information
- ethics and legal issues around information literacy and information management
3. students recognise the different actors and their roles in teaching information literacy skills: different types of libraries and library staff, schools and educational establishments and teaching staff, the parents
4. students get acquainted with different ways and practises of integrating and embedding IL skills in learning objects / curricula through practical examples

Content

- The theoretical framework of information literacy
- The key components of information literacy skills and how they are taught and learned
- Integrating IL skills with contents for different target groups
- Collaboration between teaching and library staff and its meaning for learning IL skills
- Practical examples of integrated / embedded teaching of information literacy skills

Materials

Bartlett, Jamie and Miller, Carl (2011) Truth, lies and the internet: a report into young people?s digital fluency. London: Demos. http://www.demos.co.uk/publications/truth-lies-and-the-internet
Available: http://www.demos.co.uk/files/Truth_-_web.pdf?1317312220

Carbery, Alan (2012) Information literacy through inquiry: using problem-based learning in information literacy instruction. LILAC 2012 Conference.
Available: http://www.slideshare.net/acarbery/information-literacy-through-inquiry-using-problembased-learning-in-information-literacy-instruction

Finding, using and managing information : Nursing, midwifery, health and social care information literacy competencies (2011) London: Royal College of Nursing.
Available: http://www.rcn.org.uk/__data/assets/pdf_file/0007/357019/003847.pdf

Godwin, P. ja Parker, J. (eds.) (2012) Information Literacy Beyond Library 2.0. London: Facet. ISBN: 978-1-85604-762-3
Availability: http://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_EN&bibId=101731

Ifla Media and Information Literacy Recommendations (2011) IFLA
Available: http://www.ifla.org/en/publications/ifla-media-and-information-literacy-recommendations

Webber, Sheila (updated by Moira Bent in 2008) The Seven Headline Skills expanded. SCONUL
Available: http://www.sconul.ac.uk/groups/information_literacy/headline_skills.html LINK DONT WORK

Weiner, Sharon (2011) Information literacy and the Workforce: A Review. Education Libraries, 34 (2). s. 7-14.
Available: http://units.sla.org/division/ded/educationlibraries/34-2.pdf

Why information literacy? Information Literacy Toolkit (2011) Open University, UK.
Available: http://www.open.ac.uk/iltoolkit/

Other materials will be announced at the beginning of the course.

Teaching methods

Lectures, group work and discussions, e-learning, assignments: discussion forum, lesson plan for teaching IL skills. searching and describing relevant resources.

Employer connections

No work placement.

Student workload

Total work load of the course: 130 h.

Assessment criteria, satisfactory (1)

Will be announced at the beginning of the course.

Qualifications

Library Pedagogics and Media Education