2014/2015
Integrating Information, Technology, and
Other Literacies in Classes and Courses
Definition, Standards, Delivery Models, Strategies, and Proposal
Prepared for: Academic Standards and Planning Committee
Thompson Rivers University Library: Williams Lake Branch
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CONTENTS Executive Summary ....................................................................................................................................................... 3
Proposal ......................................................................................................................................................................... 3
Outcomes ...................................................................................................................................................................... 3
Suggested Content and Program Calendar.................................................................................................................... 4
Appendix One | ............................................................................................................................................................. 6
Information and Technology Literacy ........................................................................................................................ 6
What is Information Literacy? ................................................................................................................................... 6
Why is Information Literacy Important? ................................................................................................................... 6
How Will I Use Information Literacy Skills? ............................................................................................................... 6
Emerging Terminology ................................................................................................................................................... 6
Transliteracy .............................................................................................................................................................. 6
Information Literacy Skills ............................................................................................................................................. 7
Computer Literacy Skills ................................................................................................................................................ 7
Appendix TWO | ............................................................................................................................................................ 9
Models for Facilitating Information Literacy Skills in the Classroom ......................................................................... 9
1. Embedded ........................................................................................................................................................ 9
2. Integrated: ........................................................................................................................................................ 9
3. Workshops ........................................................................................................................................................ 9
Types of Literacies ................................................................................................................................................... 10
APPENDIX THREE| ....................................................................................................................................................... 11
Information Literacy Competency Standards for Higher Education ........................................................................ 11
Standards, Performance Indicators, and Outcomes ................................................................................................ 11
Standard One ............................................................................................................................................................... 11
Performance Indicators: .......................................................................................................................................... 11
Standard Two ............................................................................................................................................................... 12
Performance Indicators: .......................................................................................................................................... 12
Standard Three ............................................................................................................................................................ 13
Performance Indicators: .......................................................................................................................................... 13
Standard Four .............................................................................................................................................................. 14
Performance Indicators: .......................................................................................................................................... 15
Standard Five ............................................................................................................................................................... 15
Performance Indicators: .......................................................................................................................................... 15
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APPENDIX FOUR | ........................................................................................................................................................ 17
Computer Literacy Skills .......................................................................................................................................... 17
Key Information Literacy Resources ............................................................................................................................ 20
Websites ...................................................................................................................................................................... 20
References ................................................................................................................................................................... 20
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EXECUTIVE SUMMARY Information literacy skills help faculty, staff, students, and instructors find, access, evaluate, and use
information appropriately, effectively, and ethically. Information literacy skills also help in the
understanding of the use of various technology supporting ancillary literacies – media, computer,
technology, digital, and visual. Developing foundational information literacy skills improves the quality
and relevancy of users’ (faculty, staff, student, and instructor) teaching and learning experience.
Faculty and students continue to experience difficulty and confusion using networked computers on-
campus, accessing resources off-campus, and identifying the differences between logon credentials
required for access to software and websites (myTRU, Moodle or Blackboard, TRU Library webpages,
licensed electronic resources, and networked computers).
Providing an integrated program delivering selected information, technology, and computer literacy
skills throughout an academic term provides strategic support for students, faculty, staff, and
instructors. The program is designed to deliver technology and computer literacy basics at the
beginning of each term and shift focus to information literacies and research support as the term
progresses.
PROPOSAL To integrate computer, technology, and information literacy skills instruction into courses and classes delivered
at the TRU Williams Lake Campus.
This program is designed to meet the information, computer, and technology literacy needs of all students
entering all courses at TRU Williams Lake Campus. The program accommodates students of various skill and
competency levels. Each session enables students to achieve measureable outcomes and gain the knowledge
required to fully participate in and complete coursework and research, and continue lifelong learning.
Information, computer, and technology literacy instruction will be delivered in a format designed to encourage
student engagement. Each session will scaffold upon the previously delivered session and planned for no more
than 30 minutes per session and scheduled biweekly.
OUTCOMES At the end of each session during Orientation Week and Week Two, students will be able to successfully:
log in to myTRU portal
find their @mytru email address
logon to TRU computer network log in to Blackboard or Moodle
At the end of each session during Week 10, students will be able to successfully:
Develop appropriate search strategies
Evaluate resources and information
Use information responsibility and ethically
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Avoid plagiarism
Create required presentation, assignment output, and papers
By the end of the term, student will be able to successfully:
identify and use the different computer and program logon and login credentials required for use on and
off campus access BlackBoard and Moodle, find assignments, complete and upload documents, participate in
discussion forums, and use other tools within these learning management systems formulate and execute research strategies avoid plagiarism and violating copyright laws interpret and evaluate research findings use various software programs to successfully complete coursework (Word, PowerPoint, etc.)
SUGGESTED CONTENT, OUTCOMES, & DELIVERY CALENDAR Subjects: ALL - English, Anthropology, Geography, History, HUMS, Nursing, Trades (welding, electrical,
carpentry, etc.), ABT, Biology, Physics, Math, University Preparation, Psychology, Archeology, Geology,
Sociology, Philosophy
Orientation Week and Week Two: between 30 – 60 minutes depending upon class enrollment and
existing levels of computer and digital literacies.
During Weeks 3 – 10: limited to approximately 30 minutes.
Week Literacy Outcome Resources
Orientation Technology Computer
Students successfully:
log in to myTRU portal
find their @mytru email address
logon to TRU computer network
log in to Blackboard or Moodle
IT staff – in-library and classroom or lab Librarian – in library and classroom or lab Student Services Clerk (when students/class in library) as required
Two Technology Computer Digital
Students successfully:
log in to myTRU portal
logon to TRU computer network
log in to Blackboard or Moodle
navigate Blackboard or Moodle interface
IT staff – in-library and classroom or lab Librarian – in library and classroom or lab Student Services Clerk (when students/class in library) as required
Four Information Technology Media Digital Visual Computer
Students successfully:
Identify the steps involved in a research process
Identify information need
Locate various resources and tools
Librarian / team instruction –library and classroom or lab
Six Information Technology Media Digital Visual
Students successfully:
Develop appropriate search strategies
Evaluate resources and information
Librarian / team instruction –library and classroom or lab
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Computer Use information responsibility and ethically
Create required presentation, assignment output, and papers
Eight Information Technology Media Digital Visual Computer
Students successfully:
Develop appropriate search strategies
Evaluate resources and information
Use information responsibility and ethically
Avoid plagiarism
Create required presentation, assignment, and papers output
Librarian / team instruction –library and classroom or lab
Ten Information Technology Media Digital Visual Computer
Students successfully:
Develop appropriate search strategies
Evaluate resources and information
Use information responsibility and ethically
Avoid plagiarism
Create required presentation, assignment, and papers output
Librarian / team instruction –library and classroom or lab
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APPENDIX ONE |
INFORMATION AND TECHNOLOGY LITERACY
WHAT IS INFORMATION LITERACY?
Information Literacy is the ability to identify what information is needed, understand how the
information is organized, identify the best sources of information for a given need, locate those sources,
evaluate the sources critically, and share that information. It is the knowledge of commonly used
research techniques. Information Literacy and Information Technology
Information literacy is related to information technology skills, but has broader implications for the
individual, the educational system, and for society. Information technology skills enable an individual to
use computers, software applications, databases, and other technologies to achieve a wide variety of
academic, work-related, and personal goals. Information literate individuals necessarily develop some
technology skills.
Information literacy, while showing significant overlap with information technology skills, is a distinct
and broader area of competence. Increasingly, information technology skills are interwoven with, and
support, information literacy.
Why is Information Literacy Important?
Information literacy is critically important because we experience massive amounts of information
presented in all formats – audio, visual, media, digital, and a combination of all formats. Not all
information is created equal: some is authoritative, current, reliable, but some is biased, out of date,
misleading, false. The amount of information available is going to keep increasing. The types of
technology used to access, manipulate, and create information will likewise expand.
How Will I Use Information Literacy Skills?
Information literacy skills are used for academic purposes, such as research papers and group
presentations. They're used on the job—the ability to find, evaluate, use and share information is an
essential skill. Consumer decisions, such as which car or vacuum cleaner to purchase, are critical. You'll
also use these skills by participating fully in a democratic society as an informed citizen by understanding
issues and voting.
EMERGING TERMINOLOGY
TRANSLITERACY
Transliteracy refers to literacies needed to function in the Internet age due to ubiquitous media, mobile
devices and social networking. While not a new concept, transliteracy is an extension of previous ideas
and applies the notion of literacy to a range of electronic communication tools. Transliteracy calls for a
change of perspective away from print-centred debates (e.g. text bound or analogue) versus the digital.
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Further, the debate is an attempt to move us towards a more unified ecology that is relevant to reading,
writing, interaction and culture in the digital age.
What makes transliteracy different?
transliteracy is potentially a unifying concept for what it means to be literate in the digital age
extends transliteracy in 21st century to include multiple discourses, communication platforms and tools
calls for change of perspective away from battles over print / digital, moves instead towards unifying ecology of media
all literacies are ultimately relevant to reading, writing, interaction and culture, both past and present
not intended to replace other terms that refer to print literacy; encompasses both media and digital literacy and (media) convergence
not just computer–based materials, but all communication types across time and culture
emphasizes lateral approach to historical, contextual and cultural issues / literacies; bridges and connects past, present and future modalities
situated in a liminal space between being a new cognitive tool and the recovery of an old one
refuses to presuppose any kind of offline/online divide
considers ability to understand multiple media and modes of communication and kinds of literacy we apply online
INFORMATION LITERACY SKILLS
Information literacy skills or indicators are essentially the following:
1. Developing a Topic
2. Identifying Sources
3. Search Strategies
4. Evaluating Resources and Information
5. Using Information Responsibly and Ethically
Layered within each of these basic literacies are elements of computer, media, digital, technology and visual literacies.
SEE APPENDIX 1: INFORMATION LITERACY COMPETENCY STANDARDS FOR HIGHER EDUCATION
COMPUTER LITERACY SKILLS
Computer literacy skills or indicators are essentially the following:
Basic computer skills
identifying computer hardware
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demonstrate appropriate use of computer tools – mouse, USB /external drives
identify icons – Internet browser, control panel / toolbar, recycle
World Wide Web
Identify Internet Service Provider, home page, website, URL, address bar, pop-up windows, keyboard functions, common domain names, privacy and security
Windows
Identify the operating system used by computer
Open, close, and switch between windows
Identify toolbar and menus
Demonstrate understanding or programs (Word, Excel, PowerPoint)
Start and exit programs
Open, close, and save files
SEE APPENDIX 2: COMPUTER LITERACY STANDARDS
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APPENDIX TWO |
MODELS FOR FACILITATING INFORMATION LITERACY SKILLS IN THE CLASSROOM
Integrating information literacy outcomes into your course or subject may be easier than you think. Often, small changes to your existing assignments will highlight information literacy components that were already present.
1. EMBEDDED: An effective way to impart information literacy is to embed instruction and into the curriculum to be delivered. Ideally the literacy expert librarian would be located within the program department. Embedded programs are assessed and evaluated by academic and library staff in partnership. Embedded services include collaborative initiatives with individual faculty, courses, and departments. Information literacy librarian is located within department supporting faculty and students in various subject areas. Requires changes to the curriculum and assignments.
2. INTEGRATED: This model for delivering information and technology literacies is well received across disciplines and departments. Librarians meet with faculty during the planning process for a course, course delivery format change, or for an assignment. They provide advice and input into decisions on the methods and goals used to integrate information literacies into a specific curriculum, course, or research assignment. Information literacy (transliteracy) content is completely integrated into the course and learning outcomes are reflected in the syllabus. Assignments are designed to facilitate the development of specific IL skills. May require some changes to the curriculum and assignments. This model also requires planning for the information literacy librarian to have in-class time at specific periods throughout the term, usually corresponding with the beginning of the term (delivering technology / computer literacy instruction), within 2 – 3 weeks preceding each assignment or research paper due date, and assessing program at the end of term.
3. WORKSHOPS: A less effective way to impart information literacies is to align it with the curriculum and deliver it in short, self-enrolled sessions, but not as an integral part of the teaching content and assessment.
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TYPES OF LITERACIES
TYPE DEFINITIONS / EXPLAINATION
Media Literacy
Media Literacy is the ability to access, analyze, evaluate, & produce communication in a variety of forms. In essence, a media literate person can think critically about what they see, hear, and read in books, newspapers, magazines, television, radio, movies, music, advertising, video games, the Internet, and new emerging technology.
Computer Literacy The ability to use a computer and its software to accomplish practical tasks.
Digital Literacy
Digital literacy is more than just the technical ability to operate digital devices properly; it comprises a variety of cognitive skills that are utilized in executing tasks in digital environments, such as browsing the Internet, deciphering user interfaces, working with databases, and chatting in chat rooms.
Information Literacy
Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.
Technology Literacy
Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century.
Visual Literacy
Visual literacy is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.
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APPENDIX THREE|
INFORMATION LITERACY COMPETENCY STANDARDS FOR HIGHER EDUCATION
STANDARDS, PERFORMANCE INDICATORS, AND OUTCOMES
STANDARD ONE
The information literate student determines the nature and extent of the information needed.
PERFORMANCE INDICATORS:
1. The information literate student defines and articulates the need for information.
Outcomes Include:
a. Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need
b. Develops a thesis statement and formulates questions based on the information need
c. Explores general information sources to increase familiarity with the topic
d. Defines or modifies the information need to achieve a manageable focus
e. Identifies key concepts and terms that describe the information need
f. Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information
2. The information literate student identifies a variety of types and formats of potential sources for information.
Outcomes Include:
a. Knows how information is formally and informally produced, organized, and disseminated
b. Recognizes that knowledge can be organized into disciplines that influence the way information is accessed
c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book)
d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
e. Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline
f. Realizes that information may need to be constructed with raw data from primary sources
3. The information literate student considers the costs and benefits of acquiring the needed information.
Outcomes Include:
a. Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound)
b. Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context
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c. Defines a realistic overall plan and timeline to acquire the needed information
4. The information literate student re-evaluates the nature and extent of the information need.
Outcomes Include:
a. Reviews the initial information need to clarify, revise, or refine the question
b. Describes criteria used to make information decisions and choices
STANDARD TWO
The information literate student accesses needed information effectively and efficiently.
PERFORMANCE INDICATORS:
1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
Outcomes Include:
a. Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork)
b. Investigates benefits and applicability of various investigative methods
c. Investigates the scope, content, and organization of information retrieval systems
d. Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system
2. The information literate student constructs and implements effectively-designed search strategies.
Outcomes Include:
a. Develops a research plan appropriate to the investigative method
b. Identifies keywords, synonyms and related terms for the information needed
c. Selects controlled vocabulary specific to the discipline or information retrieval source
d. Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books)
e. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
f. Implements the search using investigative protocols appropriate to the discipline
3. The information literate student retrieves information online or in person using a variety of methods.
Outcomes Include:
a. Uses various search systems to retrieve information in a variety of formats
b. Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration
c. Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners)
d. Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information
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4. The information literate student refines the search strategy if necessary.
Outcomes Include:
a. Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized
b. Identifies gaps in the information retrieved and determines if the search strategy should be revised
c. Repeats the search using the revised strategy as necessary
5. The information literate student extracts, records, and manages the information and its sources.
Outcomes Include:
a. Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments)
b. Creates a system for organizing the information
c. Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources
d. Records all pertinent citation information for future reference
e. Uses various technologies to manage the information selected and organized
STANDARD THREE
The information literate student evaluates information and its sources critically and incorporates
selected information into his or her knowledge base and value system.
PERFORMANCE INDICATORS:
1. The information literate student summarizes the main ideas to be extracted from the information gathered.
Outcomes Include:
a. Reads the text and selects main ideas
b. Restates textual concepts in his/her own words and selects data accurately
c. Identifies verbatim material that can be then appropriately quoted
2. The information literate student articulates and applies initial criteria for evaluating both the information and its sources.
Outcomes Include:
a. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
b. Analyzes the structure and logic of supporting arguments or methods
c. Recognizes prejudice, deception, or manipulation
d. Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information
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3. The information literate student synthesizes main ideas to construct new concepts.
Outcomes Include:
a. Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence
b. Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information
c. Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena
4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
Outcomes Include:
a. Determines whether information satisfies the research or other information need
b. Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources
c. Draws conclusions based upon information gathered
d. Tests theories with discipline-appropriate techniques (e.g., simulators, experiments)
e. Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions
f. Integrates new information with previous information or knowledge
g. Selects information that provides evidence for the topic
5. The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
Outcomes Include:
a. Investigates differing viewpoints encountered in the literature
b. Determines whether to incorporate or reject viewpoints encountered
6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
Outcomes Include:
a. Participates in classroom and other discussions
b. Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., email, bulletin boards, chat rooms)
c. Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs)
7. The information literate student determines whether the initial query should be revised.
Outcomes Include:
a. Determines if original information need has been satisfied or if additional information is needed
b. Reviews search strategy and incorporates additional concepts as necessary
c. Reviews information retrieval sources used and expands to include others as needed
STANDARD FOUR
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The information literate student, individually or as a member of a group, uses information
effectively to accomplish a specific purpose.
PERFORMANCE INDICATORS:
1. The information literate student applies new and prior information to the planning and creation of a particular product or performance. Outcomes Include:
a. Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards)
b. Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance
c. Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance
d. Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context
2. The information literate student revises the development process for the product or performance.
Outcomes Include:
a. Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process
b. Reflects on past successes, failures, and alternative strategies
3. The information literate student communicates the product or performance effectively to others.
Outcomes Include:
a. Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience
b. Uses a range of information technology applications in creating the product or performance
c. Incorporates principles of design and communication
d. Communicates clearly and with a style that supports the purposes of the intended audience
STANDARD FIVE
The information literate student understands many of the economic, legal, and social issues
surrounding the use of information and accesses and uses information ethically and legally.
PERFORMANCE INDICATORS:
1. The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
Outcomes Include:
a. Identifies and discusses issues related to privacy and security in both the print and electronic environments
b. Identifies and discusses issues related to free vs. fee-based access to information
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c. Identifies and discusses issues related to censorship and freedom of speech
d. Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material
2. The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
Outcomes Include:
a. Participates in electronic discussions following accepted practices (e.g. "Netiquette")
b. Uses approved passwords and other forms of ID for access to information resources
c. Complies with institutional policies on access to information resources
d. Preserves the integrity of information resources, equipment, systems and facilities
e. Legally obtains, stores, and disseminates text, data, images, or sounds
f. Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own
g. Demonstrates an understanding of institutional policies related to human subjects research
3. The information literate student acknowledges the use of information sources in communicating the product or performance.
Outcomes Include:
a. Selects an appropriate documentation style and uses it consistently to cite sources
b. Posts permission granted notices, as needed, for copyrighted material
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APPENDIX FOUR |
COMPUTER LITERACY SKILLS
Basic Computer Skills
1. Distinguish between desktop and laptop computers. 2. Identify specific computer hardware: a system unit, monitor, printer, keyboard, mouse or touchpad, USB
port 3. Turn computer and monitor on and off 4. Log on to computer 5. Demonstrate knowledge of function and placement of keys on keyboard: Enter, Shift, Control, Backspace,
Delete, Arrow Keys, Tab, Caps Lock, Number Lock 6. Identify types of mice: mouse and touchpad 7. Identify mouse pointer shapes and match them to the correct context of use: typing arrow (text), arrow
(basic clicking), hand pointer (clickable links) 8. Demonstrate appropriate use and ability to right-click and left-click 9. Double click and right click 10. Drag and drop 11. Use mouse to select check boxes, use drop-down menus and scroll 12. Adjust volume and mute audio 13. Plug in headphones correctly and use when appropriate 14. Identify icons on desktop (Internet Browser, Control Panel, Recycle Bin, Skype) 15. Demonstrate the ability to use the recycle bin correctly for trashing and retrieving items 16. Demonstrate understanding that it is possible to customize a computer for increased accessibility 17. Demonstrate understanding that mice can be customized for left-handed people and that the speed of
clicking can also be customized 18. Demonstrate understanding that screen resolution can be changed 19. Demonstrate understanding that software programs are upgraded periodically and that different versions
may be installed on different computers 20. Identify storage media: USB/Flash drives (external) and hard drive (external and internal)
World Wide Web
1. Identify an Internet Service Provider and identify the main options for connecting to the internet: Dial-up, High Speed (cable or DSL), or wireless connection.
2. Identify commonly used browsers (Internet Explorer, Firefox, Chrome, Safari) and demonstrate knowledge of function.
3. Identify the address bar and enter a URL address. 4. Identify a website. 5. Identify a homepage. 6. Identify the following browser toolbar buttons and demonstrate the ability to use them: home, refresh,
stop, back, forward 7. Use scroll bars to view different portions of webpages 8. Identify a hyperlink and demonstrate the ability to use a hyperlink to access other webpages. 9. Create a new tab, open a webpage in a tab, and move between tabs. 10. Enlarge the displayed text size 11. Fill out an online form. 12. Correctly enter CAPTCHA security codes. 13. Use zoom function to enlarge image (CTRL+ or CTRL-) 14. Identify search engines (Google, Yahoo!, Bing) and enter search terms into the search engine.
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15. Identify pop-up windows and close them. 16. Identify pop-up windows have been blocked and enable individual pop-up windows as needed 17. Identify common domain types: com, org, gov, edu. 18. Demonstrate knowledge that there are ways to increase Internet safety for children. 19. Identify antivirus software providers and function of antivirus software (Norton, McAfee, AVG). 20. Avoid providing personal or financial information unless on a secured website (https://)
Windows
1. Identify the operating system used by a computer. 2. Shutdown, restart, and log off a computer. 3. Open, close and switch between windows 4. Minimize and maximize windows 5. Identify the toolbar and menus. 6. Identify the taskbar. 7. Start, and exit programs (Microsoft Word, Excel, PowerPoint) 8. Identify drives on a computer: CD/DVD, floppy, hard drive (C), USB port, network drives (A, B, D, F, H, etc.) 9. Access the help menu. 10. Identify the desktop. 11. Demonstrate knowledge of Windows file organizational system and use it to locate files/documents
(desktop, My Document, My Computer) 12. Use "Search" to locate a file or document 13. Delete documents or files. 14. Open programs. 15. Identify basic office software programs (Microsoft Word, Excel, Powerpoint), demonstrate knowledge of
their functions, and identify their corresponding file extensions. 16. Open files using appropriate programs
Mac OS X
1. Identify the operating system. 2. Identify the Dock. 3. Identify the Menu Bar. 4. Identify the desktop. 5. Use Finder to locate files, folders, and applications. 6. Move and delete documents or files. 7. Identify devices on a computer. 8. Open applications using the Application Folder. 9. Minimize and expand windows. 10. Open applications using the Dock. 11. Close and switch between applications. 12. Quit an application. 13. Demonstrate knowledge of System Preferences. 14. Demonstrate knowledge of Dashboard. 15. Use the help menu. 16. Use "Spotlight" to locate a document. 17. Log out and shutdown a computer.
1. Define: email
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2. Register for new email account in online program 3. Create username and secure password 4. Log into email 5. Create an email message 6. Address an email, including to more than one recipient 7. Send an email 8. Open an email 9. Reply to only the sender of an email or to all recipients (reply all) 10. Forward an email 11. Add an attachment to an email 12. Open an attachment in an email 13. Move or delete an email and retrieve an email from the trash 14. Understand basics of email etiquette: don't use all capital letters, fill in the subject line, use appropriate
greetings & closings 15. Use caution when opening an email from an unfamiliar or unexpected source and avoid opening
suspicious attachments 16. Avoid giving out personal information (especially financial information) or email address to unfamiliar
people 17. Identify and delete junk mail, including spam 18. Be selective and cautious about forwarding email to large groups of people 19. Define: Computer virus 20. Define and tell the difference between a URL and an email address (see World Wide Web)
Word
1. Create a new document 2. Save and close a document 3. Open existing document 4. Identify ribbon and toolbars 5. Demonstrate knowledge of the difference between "Save" and "Save As" functions. 6. Use Save As to save to a particular folder or file location and name the document. 7. Use undo and redo arrows 8. Cut, copy and paste 9. Use spell check and grammar check 10. Format the size, color and type of font 11. Align text: left, center and right justify 12. Set single or double spacing 13. Use bullets and automatic numbering 14. Use print preview and print. 15. Set margins 16. Select portrait or landscape 17. Identify file extensions, corresponding document types and associated programs used to open them: pdf,
xls, doc, docx, rtf, pub, ppt, pptx
Created by and adapted from the Literacy Volunteer of Greater Hartford (http://lvgh.org/: http://lvgh.org/wp-
content/uploads/2013/08/LVGH-Computer-Skill-Levels.pdf), the Northstar Digital Literacy Project
(http://www.digitalliteracyassessment.org/index.php), and the BC Draft Digital Literacy Standards
(http://www.bced.gov.bc.ca/dist_learning/activitygrid.htm)
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KEY INFORMATION LITERACY RESOURCES
Information Literacy Competency Standards for Higher Education The Association of College & Research Libraries (ACRL), a division of the American Library Association, consolidated what it means to be information literate specifically for the higher education context, issued in January 2000. Standards Toolkit The ACRL developed the Standards Toolkit as a set of tools, web pages and other resources that will assist faculty and librarians in implementing the standards.
WEBSITES
Media Smarts: Canada’s Centre for Digital and Media Literacy: http://mediasmarts.ca/
Digital Literacy: www.digitalliteracy.gov
Project New Media Literacies: http://www.newmedialiteracies.org/
Transliteracy.com – Archived site: http://nlabnetworks.typepad.com/transliteracy/
21st Century Fluency Project: http://fluency21.com/
Literacy Volunteer of Greater Hartford http://lvgh.org/: http://lvgh.org/wp-
content/uploads/2013/08/LVGH-Computer-Skill-Levels.pdf
Northstar Digital Literacy Project http://www.digitalliteracyassessment.org/index.php
BC Draft Digital Literacy Standards http://www.bced.gov.bc.ca/dist_learning/activitygrid.htm
REFERENCES
Andretta S. Transliteracy: take a walk on the wild side. IFLA General Conference "Libraries create futures: Building on cultural heritage", 2009, Italy.
Hague C, Payton S. Digital literacy across the curriculum. Futurelab, 2010.
Ipri T. Introducing transliteracy: what does it mean to academic libraries? Coll Res Libr. 2010;71(10).
Jones-Kavalier BR, Flanigan SL. Connecting the digital dots: literacy of the 21st century. Educause Quarterly. 2006.
Mackey TP, Jacobson TE. Reframing information literacy as a metaliteracy. Coll Res Libr. 2010.
