DIGITAL INFORMATION LITERACY & TECHNOLOGICAL FLUENCY/ Course Competencies

Information Literacy & Technology Competencies Table of Content: 1.	Theory Core Competenties	2. Practical Skills Core Competenties 3.	Application Core Competenties 4.	Theory Performance Indicators	5. Practical Skills Performance Indicators 6.	Application Performance Indicators

1.	Level One: Theory Core Competencies The information literate student can: 1.	Determine the nature and extent of the information needed 2.	Accesses needed information effectively and efficiently. 3.	Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. 4.	Individually or as a member of a group, uses information effectively to accomplish a specific purpose. 5.	Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. 6.	ICT proficiency is the ability to use technology, communication tools, and/or networks to define an information need, access, manage, integrate and evaluate data, create new data or knowledge and are able to communicate this data to others. 6a.Cognitive Proficiency — the desired foundational skills of everyday life at school, at home, and at work. Literacy, numeracy, problem solving, and spatial/visual literacy demonstrate these  proficiencies. 6b.Technical Proficiency — the basic components of digital literacy. It includes a foundational knowledge of hardware, software applications, networks, and elements of digital technology. 2.	Level Two: Practical Skills Core Competencies

The student information literate is able: 7.	To implement the steps of information and data gathering within the research process necessary for the writing of a comprehensive research paper, including: the selection of a research topic, the construction of a thesis statement, and the formulation of an outline; 8.	To make use of the variety of information sources (in print and online) available for research accessible through the Open Campus Library system, ( books, reference material, scholarly journals government documents, and dissertations) by learning about the different retrieval tools available. 9.	To develop and apply effective search strategies for the different retrieval tools (CLUES, bibliographic and full-text databases, web directories and search engines), appropriate for a research topic; 10.	To analyze and evaluate the quality and suitability of sources (print and online) for a specific topic and to take notes that will support synthesis of the material; 11.	To organize material gathered from these sources into a logical and effective manner and to construct a working bibliography; 12.	To properly integrate newly developed ideas and to correctly document sources that were used in the research. 13.	To employ Web 2.0 applications and authoring tools to collaborate with student peers in producing and completing online assignments. 14.	To produce multimedia elements based on the course and multimedia scripts; including graphics, animations, video clips and audio clips. 15.	To produce multimedia elements that reflect the best practices in media and design. 16.	To give and receive constructive feedback from peers and instructors on assignments 17.	Curiosity for new ideas and scientific knowledge instead of relying solely on the wisdom of the ancients

3.	Level Three:Advanced (Application) Core Competencies The learner can: 18.	Can evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, forums and wikis 19.	Understands personal privacy, ethics, and intellectual property issues in changing technology environments 20.	Shares information and collaborate in a variety of participatory environments 21.	Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals

4.	Level Novice (Theory) Competencies, Performance Indicators AND Outcomes

A.	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 c.	Defines a realistic overall plan and timeline to acquire the needed information

4.	The information literate student reevaluates 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

B.	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

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

C.	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 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

D.	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

E.	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 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

5. Level Two Practical Skills Competencies The learner is able: A.	To implement the steps of information and data gathering within the research process necessary for the writing of a comprehensive research paper, including: the selection of a research topic, the construction of a thesis statement, and the formulation of an outline; B.	To make use of the variety of information sources (in print and online) available for research accessible from the Open Campus Library system, including: books, reference material, scholarly journal articles, non-print, government documents, and dissertations by learning about the different retrieval tools available for each; C.	To develop and apply effective search strategies for the different retrieval tools (CLUES, bibliographic and full-text databases, web directories and search engines), appropriate for a research topic; D.	To analyze and evaluate the quality and suitability of sources (print and online) for a specific topic and to take notes that will support synthesis of the material; E.	To organize material gathered from these sources into a logical and effective manner and to construct a working bibliography; F.	To properly integrate newly developed ideas and to correctly document sources that were used in the research. G.	To employ Web 2.0 applications and authoring tools to collaborate with student peers in producing and completing online assignments. H.	To produce multimedia elements based on the course and multimedia scripts; including graphics, animations, video clips and audio clips. I.	To produce multimedia elements that reflect the best practices in media and design. J.	To give and receive constructive feedback from peers and instructors on assignments K.	Curiosity for new ideas and scientific knowledge instead of relying solely on the wisdom of the ancients

6. Level Three: Advanced (Application): Competencies & Performance Indicators Each aspect of the main learning objectives below applies to one or more of these categories, and is labeled as such (B for behavioral, C for cognitive, A for affective, M for metacognitive). A. The learner can evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, forums and wikis •	Understands the difference and significance between primary and secondary sources of information.(C) •	Understands information sources should be checked for reliability (fact-checking) and accuracy (B) •	Understands that proper sourcing always depends on context; common sense and editorial judgment are an indispensable part of the process. (A) •	Determine an information source by its context (the author’s purpose, the formation or structure of the information, the mode of delivery, the reputation of a provider) in order to ascertain its value, worth and useability (B, C) •	Distinguish between editorial commentary (opinion) and information presented from a perspective of scientific inquiry, recognizing that value systems are always embedded in all information. That some images conjured up by imagination and belief systems do not always correspond to reality. (C, M) •	Determine the value of formal and informal information from various networked sources (scholarly, user-generated, OERs, etc.) (C) •	Evaluate the responses of specialists in scientific inquiry, understanding the differing purposes of feedback mechanisms, and differentiate discussion from debate in both traditional and social media platforms (B, C) •	Appreciate the necessity and  importance of evaluating information from both traditional sources, and dynamic content from social media, critically (A) B. Understand personal privacy, information ethics, and intellectual property issues in changing technology environments •	Differentiate between the production of original information and remixing or re-purposing of open resources and knowledge(C) •	Distinguish the kinds of information appropriate to reproduce and share publicly, and private information disseminated in more restricted/discreet environments (C) •	Use technology to build a positive web presence (B) •	Apply copyright and Creative Commons licensing as appropriate to the creation of original or repurposed information (B) •	Recognize the ethical considerations of sharing information (A) C. Share information and collaborate in a variety of participatory environments •	Participate conscientiously in collaborative environments which are designed for the exchange of information and ideas to construct new knowledge, theories and paradigms (B) •	Take responsibility for participation in collaborative environments (A) •	Compare the unique attributes of different information formats (e.g., scholarly article, blog, wiki, online community), and have the ability to use effectively and to cite information for the development of original content (B) •	Describe the potential impact of online resources for sharing information (text, images, video, and other media) in collaboration with others (A) •	Demonstrate the ability to transfer information presented in one manner to another in order to best meet the needs of particular audiences; Integrate information from multiple sources into coherent new forms (M, C) •	Effectively communicate personal and professional experiences to inform and assist others; and recognize that learners can also be teachers (A, B) •	Produce original content appropriate to specific needs in multiple media formats; transfer knowledge gained to new formats in unpredictable and evolving environments (B) •	Value user-generated content and critically evaluate contributions made by others: see self as a producer as well as consumer, of information (A) •	Be open to global perspectives; use communication with others in a global context to encourage deep learning (A) D. Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals •	Determine scope of the question or task required to meet one’s needs (C) •	Reevaluate needs and next steps throughout the process (C) •	Demonstrate the importance of matching information needs and search strategies to appropriate search tools (C) •	Use self-reflection to assess one’s own learning and knowledge of the learning process (M) •	Demonstrate the ability to think critically in context and to transfer critical thinking to new learning (M) •	Value persistence, adaptability, and flexibility (M) •	Communicate effectively with collaborators in shared spaces and learn from multiple points of view (M) •	Recognize that learning is a process and that reflecting on errors or mistakes leads to new insights and discoveries (M) •	Engage in informed, self-directed learning that encourages a broader worldview through the global reach of today’s information technology. (M) •	Demonstrate self-empowerment through interaction and the presentation of ideas; gain the ability to see what is transferable, translatable, and teachable (learners are both students and teachers) (M) •	Conclude that information literacy is a lifelong value and practice (M)