Reinforcing Information and Technology Literacy in General Education Courses

Available as an online resource and as part of the Instructional Technology Workshop Series by Holly Heller-Ross, Associate Librarian

This workshop is designed for instructors teaching/revising their general education courses to include the new requirements for  reinforcing information and technology literacy. Analyze your course syllabus for what's already there, ready for  further development and enhancement. Review simple and effective methods of making good course activities and assignments even better.

Plattsburgh State General Education Program

Designing Information and Technology Reinforcing Assignments

Using Existing Library and Computing Resources

Tutorials and Teaching Resources

Assignment Strategies for Reducing Plagiarism

Citation Help and Citation Format Online Guides

Plattsburgh State General Education Program

Information and Technology Literacy Curriculum Matrix (opens in Microsoft Excel)

General Education Program (Microsoft Word File)
Selected text from the program to clarify the requirements for the reinforcement of information and technology literacy...

"...Additionally, the Plattsburgh graduate should have the following abilities or skills:
·     ability to read with comprehension
·     ability to apply quantitative skills
·     ability to communicate effectively in written and spoken English
·     ability to communicate in a second language
·     ability to use technology effectively
·     ability to filter, analyze and critique information and experience

 Writing, speaking and critical thinking are necessary for the formulation and communication of knowledge and reasoned opinions.  Finding useful and reliable information to enhance knowledge and upon which to base opinions is critical in a time of rapidly growing access to information, as is the ability to manage that information with a variety of technologies.  Understanding basic mathematical operations is preparation for both  financial management and critical analysis of statistical data that justifies social, political and personal decisions

6. Social Sciences -- Courses in this category provide students with “understanding of the methods social scientists use to explore social phenomena” and “knowledge of the major concepts of one or more disciplines in the social sciences” (SUNY Required Learning Outcomes).  Courses focus on developing in students an understanding and appreciation of the complexity of our world, the great ideas and cultures of the world, the nature of society, and the moral responsibility of the individual (Plattsburgh General Education Objectives).  Courses reinforce the students’ ability to read with comprehension, to communicate effectively in written and spoken English, to use technology effectively, (while also assessing the impact of technological innovation), and to filter, analyze and critique information and experiences (Plattsburgh General Education Objectives).               3 credits "

Designing Information and Technology Reinforcing Assignments

Writing Effective Library Assignments: a library instruction web page with current links and tips

Lesson Plans for Computers and Information Technology: a resource list for many course levels and disciplines

The Plattsburgh Tip Sheet: Reinforcing Information and Technology Literacy in General Education Courses:  

Using Existing Library and Computing Resources

Computing Support FAQ's and Guides

Library Course-Related Instruction and FLIER sessions

Instructional Technology Workshops and ITRC

Tutorials and Teaching Resources

T.I.L.T. Texas Information Literacy Tutorial 
<http://tilt.lib.utsystem.edu/> Developed for the University of Texas System Digital Library. T.I.L.T. is an library award-winning tutorial website, with interactivity and quizzes that can be emailed directly to a course instructor.

Plagiarism 101 from SUNY Albany
Subtitled: How to write term papers without being sucked into the black hole.
<http://library.albany.edu/usered/plagiarism/index.html> A introductory tutorial with information, "what would you do?" scenarios, and a self-quiz. 

Searchpath Module 6: Citing Sources  from Western Michigan University
<http://www.wmich.edu/library/searchpath/mod6/index.html>  This module of the Searchpath information literacy tutorial includes interactive exercises on citations and avoiding plagiarism. It also provides a quiz. 

Plagiarism and Online Paper Mills  from Plattsburgh State University
<http://www.plattsburgh.edu/library/instruction/plagiarism.php >This Feinberg Library resource page provides resource links for Plattsburgh faculty to use in teaching  and planning course assignments.

More Tutorials from Plattsburgh State University
<http://www.plattsburgh.edu/library/instruction/tutorials.php> This Feinberg Library resources page provides links to selected tutorials for academic software use and information and technology literacy concepts.

Assignment Strategies for Reducing Plagiarism , 
revised from C. List-Handley and H. Heller-Ross's Plagiarism workshop.

Annotated Bibliography: Involves use of a stated number of sources.  Describe each source--in three to five sentences only--as to its relevance and value to the topic. Include a source that was NOT helpful or would make it as a "runner-up."

Working Bibliographies: Requires submission of a working bibliographies weeks before the paper is due. The working bibliography must include more sources than would likely be needed for the paper, e.g., 10 items for a 5-page paper.

Literature Review (or update an older literature review): Involves discovering how a topic evolves in your field. 

Segmented or Serial Reports: Require that students work on one topic throughout the semester with pieces of their research turned in periodically. An example is a complete study of homelessness that includes individual brief submissions such as: Basic Overview, including separate aspects that could be researched; Current Controversies/Areas of Interest; Historical Background of one aspect; Examples of Solutions, including both documented and speculative approaches.

Personal Reflection: Require students to reflect on how the topics relate to their lives, academic goals, social situations/backgrounds.

(Some ideas in this section were suggested by Wesleyan University librarian Kendall Hobbs and the Web site on plagiarism at Lemoyne College <http://www.lemoyne.edu/library/plagiarism.htm#PREVENTING PLAGIARISM>)

More Ideas for Alternatives to Research Papers: See the Columbia Gorge Community College page on Alternatives to Term Papers   This is an excellent source for ideas.   <http://www.cgcc.cc.or.us/Library/alternatives.htm>

Citation Help and Citation Format Online Guides, 
revised from C. List-Handley and H. Heller-Ross's Plagiarism workshop.

The Feinberg Library at Plattsburgh State will post Web pages to help students with citation formats. Currently that information is available through a link, "How to Cite Sources," on the Research Resources page. 

Professional associations' formatting help:

Link to Workshop Cartoons

This page created and copyrighted by Holly Heller-Ross, MLS, Feinberg Library, SUNY Plattsburgh.

Last updated: 26 Feb 2004