An Integrated Approach to Computer and Information Literacy Linda Ehley Alverno College Associate Professor CS EDUCAUSE 2003 Copyright – Linda Ehley 2003 This work is the intellectual property of the author. Permission is granted for this material to be shared for non- commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Overview Set Context Describe Computer and Information Literacy entering assessment Explain levels of CIL Demonstrate CIL site –depts.alverno.edu/cil

Alverno College One of about 80 US women’s colleges Approximately 2000 students with a high level of ethnic diversity Two timeframes: Weekend, Weekday Ability-based - Six levels of each ability –All students complete levels of all eight abilities Communication Analysis Problem Solving Valuing in Decision- Making Social Interaction Global Perspectives Effective Citizenship Aesthetic Responsiveness

Levels of Computer & Info Literacy Level 1: Successfully uses basic computer skills and self assesses beginning computer proficiency Level 2: Successfully uses functions and self assesses proficiency Level 3: Successfully accesses and applies information from multiple sources, and self assesses developing information literacy Level 4: Technology Literacy - Defined by each discipline (currently being refined) Located in the Communication Ability

Communication Placement Assessment All entering students take the CPA Assesses: –Communications - Writing, Reading & Listening –Computer Literacy –Quantitative Literacy - Mathematics Communications and Computer Literacy are integrated together in a thematic assessment –Read an article, listen to a video –Answer questions on reading & listening –Write an article for student newsletter on one of two topics –Demonstrate Internet skills using a browser to go to a company web site and use a search engine

Components of the CPA for Computer Literacy Assessment of the student's ability to word process –Use word-processed printouts from the writing, listening and reading sections of the assessment. –Specific formatting for article required Students answer a series of short demographic questions Students who wish complete an additional portion of the CPA on web skills.

Criteria For CPA Computer Literacy Independently produce a word processed document Successfully format the word processed document Successfully use a browser Successfully use a search engine to find information on the Internet Successfully copy and paste text from a website to a word processed document

Computer Literacy CPA Results Student is successful: –Assumption is made that they have basic entrance skills –Additional computer skills developed in Communication Seminar classes Student is not successful: –Required to take a short class - CIL 100 that focuses on development of these basic skills

Level 1 Computer Criteria Successfully uses basic computer skills and self assesses beginning computer proficiency –Operating system - navigates desktop, starts programs –File management - saving and retrieving files –Basic word processing skills –Network skills - logging in, printing –Introduction to the Internet and basic web searching

CIL 100 Meets 2 hours a week for 4 weeks at the beginning of the semester –Students asked for more classes!!! Primary tool is series of web tutorial modules –depts.alverno.edu/cil - Module 1depts.alverno.edu/cil Course includes an on-line course management package (Educator) for quizzes, assignments and discussion board

CIL 100 Outcomes Become familiar with the Computer Center, including computer types, software & hardware locations and general use policy. Accurately explain the structure and function of logins and basic password concepts. Effectively navigate a computer desktop, including starting programs, using files, folders, windows, finding and basic control panel settings Effectively use a browser, preferences and navigation buttons Becomes familiar with the basic functions of web search tools Demonstrate an understanding of basic file management including disk formatting, saving, copying, deleting, backing up, using properties and organizing files and folders

CIL 100 Outcomes (continued) Accurately describe a variety of software applications, the impacts of version numbers and their basic use Accurately explain the importance of an operating system and the impact of an operating system on software installation Effectively compare the basic desktop features of a Macintosh and a Windows operating system Describe the function and value of word processing software as well as its importance in educational, work and personal settings Effectively navigate within the Microsoft Word program to open new and existing documents, and complete basic editing, formatting, saving and printing functions

CIL Structure Module 1 Skills - Basic Computer Skills (L1 CIL) –Assessed in CPA - Developed in CIL 100 Module 1:Basic Computer Skills Module 2 Skills - (L2 CIL) –Integrated into first Communication Seminar using Module 2: Module 3 Skills - Beginning Information Literacy –Integrated into second Communication Seminar using Module 3: Information Universe Module 4 Skills - Research & Information Literacy –Integrated into last Communication Seminar using Module 4: Research Tools Modules 3 and 4 represent L3 CIL

Module 2: Outcomes Become familiar with what is, what it does and the components necessary to use Accurately describe the composition of addresses, how to use more than one address and the benefits of using your Alverno address Demonstrate the ability to send and receive Accurately articulate basic etiquette and abuses including flaming and spamming Become familiar with the procedure for remote pick up of Alverno Demonstrate the ability to use address books, attachments, signature files and basic folder organization

Module 3: Information Universe Outcomes Accurately uses basic library terminology to effectively access the library collections, demonstrating an efficient understanding of the collection’s organization Effectively recognizes that information sources are organized differently depending on the source and that information is available in a variety of formats Effectively identifies that appropriate resources are based on one’s information needs

Module 3 Outcomes (continued) Consistently recognizes the differences between the Web, online library resources and library resources that reside in a physical space Competently executes a basic search in an online catalog and successfully retrieves library material by using information provided in the online catalog record Demonstrates a basic understanding of the ethical and social issues surrounding the use of information (i.e. plagiarism, citations, copyright)

Module 4: Research Tools Competently uses basic research terminology Proficiently applies the research process Accurately identifies the source of their information and how this information is organized Identifies and selects appropriate online databases relevant to the subject area Creates effective search statements based on their information needs Critically evaluates information and articulates the importance of an evaluation process Begins to discern point-of-view (bias) in periodical literature Effectively self assesses and refines their research process

CIL Web Site Home site for all four levels Web Address: depts.alverno.edu/cil Future plans for this site include creating links and providing resources including: –Software handouts and simple tutorials developed by Academic Computing –Resources and handouts developed by Alverno Library –Online version of the Technology Resource Guide, given to each entering freshman –Link to new Educator site and resource materials for students on how to use Educator

Questions?