Module Information

Module Identifier
DSM3220
Module Title
Digital Information Literacy
Academic Year
2017/2018
Co-ordinator
Semester
Distance Learning
External Examiners
  • Dr Crystal Fulton (Associate Professor - University College Dublin)
 
Other Staff

Course Delivery

 

Assessment

Assessment Type Assessment length / details Proportion
Semester Assessment Essay  2,500 words  50%
Supplementary Assessment Resit Essay  2,500 words  50%
Semester Assessment Teaching Resource Portfolio  Equivalent to 2,500 words  50%
Supplementary Assessment Resit Teaching Resource Report  Equivalent to 2,500 words  50%

Learning Outcomes

On successful completion of this module students should be able to:

Discuss and critically evaluate the concept of information literacy and the many variants associated with “digital literacy”.
3. Critically evaluate learning theories in relation to the provision of information literacy programmes.
4. Evaluate how information behavior theory and user studies can inform information literacy practice.
5. Analyse and demonstrate the effective use of technology for information literacy tuition.
6. Critically discuss the role of context on information literacy provision.
7. Identify and develop effective evaluations for information literacy programmes.

Critically examine the relationship between different forms of digital information skills

Critically evaluate learning theories in relation to the provision of information literacy programmes.

Evaluate how information behavior theory and user studies can inform information literacy practice.

Analyse and demonstrate the effective use of technology for information literacy tuition.

Critically discuss the role of context on information literacy provision.

Identify and develop effective evaluations for information literacy programmes.

Brief description

Developing and implementing information literacy is increasingly a requirement for information professionals in all sectors. There is an increased increase in information literacy as a concept, with its extension into digital literacy e.g. JISC Digital Literacy programme http://www.jisc.ac.uk/developingdigitalliteracies. This module also meets demand from PG students and from the department’s professional accreditation body.

This module will integrate theory of learning, information behavior research with current developments in educational technology to deliver students equipped to develop programmes of information literacy within any context

Content

1. Information Literacy or digital literacy: definitions and development
2. Theory and frameworks for understanding users
3. Identifying and Practicing Information skills: developing critical information skills
4. Exploring the relationship between digital information literacy and aspects of privacy, online safety and ethics
5. Users, models and standards: piecing together the jigsaw
6. Learning theory: from pedagogy to practice
7. From e-learning to social learning: applications of technology to support learning
8. Variations on learning and the theoretical frameworks of Information Literacy
9. Iterations of information literacy: Sectors and countries
10. Evaluation: impact and effectiveness

Module Skills

Skills Type Skills details
Application of Number An incidental element within this module.
Communication Methods of representing theory and discussion in essay form will be covered in the module assessment. The teaching resource includes creation and presentation of learning materials. The essay and report elements for the assignments will assess the communication skills of students on this module.
Improving own Learning and Performance Reflection upon learning and information skills will be encouraged. Assignment feedback will allow further reflection.
Information Technology Appreciation of the role of technology and technological methods for e-learning will be developed in the module. Presentation of coursework will rely upon the use of information technology.
Personal Development and Career planning Consideration of the skills developed in the module will be explored in relation to career options.
Problem solving The lectures introduce problems related to the subject, which are then analysed and presented in the assignments
Research skills The lectures are a starting point for the content, the assignments rely upon identification of information and its processing.
Subject Specific Skills Ability and knowledge gained with regard to theoretical and practical elements of information literacy, information theory and presentation of learning materials to different audiences.
Team work This will be developed through activities within the delivery of the module.

Notes

This module is at CQFW Level 7