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On Your Time Initiatives


SLIS 202

Introduction to Information Literacy and Technology

In this course, students will be exposed to the basic components of information literacy: the ability to determine what information you need, where it is, how to get it, how to organize it, and how to present it.

Yet, the goal of the class is to create better decision makers and advocates. Better decision-making means learning how to create new information when existing information is insufficient or non-existent. It means learning how to work without precise and perfect directions. It means reflecting on existing assumptions and beliefs to determine potential barriers to accepting new information.

Advocacy requires a recognition that information literacy also creates opportunity gaps. Not everyone has the same opportunity to take a course like this. It means reflecting on what it’s like for people who lack these skills and awareness in contexts ranging from health and politics to finances and media consumption. It means using your skills and awareness to step in and make a difference in these contexts to improve society. This course is about the development of a passion for information, understanding how to find, create, use, and share it in ways congruent with an underlying social mission.

Content will be delivered through creative videos and readings. There is no textbook to buy for this course; instead, a free open source textbook and other freely available articles will be used. You will be asked to reflect on the societal impact of what we cover. And you will have an opportunity to increase your skill as a writer and presenter.

Note: Carolina Core: INF.


Learning Outcomes

By the end of this course, students will be able to:

  • Understand the difference between data, information, knowledge, and wisdom;
  • Describe the concept of information literacy and illustrate how it relates to information use in different information settings;
  • Assess and explore information needs and develop research questions regarding information needs;
  • Evaluate different types of information resources (government sources, libraries, Internet, etc.) for content, reliability, and applicability;
  • Search effectively in online catalogs and databases, Web and print resources;
  • Apply the tenets of information literacy to specific tasks and demonstrate the correct use of information in the resulting outcomes;
  • Construct a repertoire of search strategies for organizational/content management; purposes;
  • Critically evaluate search results and adjust as needed;
  • Identify and describe the operations of a basic computer and a computer communications network;
  • Construct basic electronic documents, spreadsheets, presentations, graphics, and a database using appropriate software to disseminate information; 
  • Identify and describe the roles of current technologies for the handling of information in information organizations;
  • Define information literacy and then describe the negative and positive effects on individuals and society in general for both high and low levels of information literacy; and
  • Consider and respect the intellectual property rights of those who create information and knowledge they are using.