LIN 175: Information Literacy

Transcription

1 LIN 175: Information Literacy Rationale: Information Literacy is a course that will directly support the critical thinking learning outcomes of NKU s Foundation of Knowledge and will be relevant to ALL majors since all NKU graduates will need to have a framework of information literacy in order to successfully navigate the increasingly complex world of information. In the 2013 NKU SWOT Analysis (from Stakeholder Conference, April 30, 2013), #18 from Internal Weaknesses mentioned a deficiency in critical thinking skills. (Unsatisfactory student outcomes on writing, reading, and critical thinking skills which are valued by employers and provide graduates with a solid foundation for a sustainable, successful career). The concepts learned in LIN 175 will help foster the critical thinking skills that are vital to our students now and in their futures. Clarification about Information Literacy: Note: It is not uncommon in today s society to confuse information literacy with computer literacy, or believe that the two terms are synonymous. This is not the case. The American Library Association s official description of Information literacy (see below) demonstrates that it encompasses so much more than the ability to use technology or computers. What is Information Literacy? Information Literacy is the set of skills needed to find, retrieve, analyze, and use information. The beginning of the 21st century has been called the Information Age because of the explosion of information output and information sources. It has become increasingly clear that students cannot learn everything they need to know in their field of study in a few years of college. Information literacy equips them with the critical skills necessary to become independent lifelong learners. Too often we assume that as students write research papers and read textbooks they are gaining sufficient IL skills. This is not so. IL skills may be introduced but what is needed is a parallel curriculum in IL forming a strong foundation of a college education. As the American Library Association Presidential Committee on Information Literacy (January 10, 1989, Washington, D.C.) says Ultimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand. Taken from: Introduction/Background LIN 175 was initially designed as a core course for the Bachelor of Science in Library Informatics. LIN 175 is a solely online class that is currently taught in 16 weeks. There is also the option to teach it as a face to face class. For many years, I have felt strongly that NKU needed an information literacy course in the Foundations of Knowledge curriculum. Every time that I have taught the course (fall 2011, fall 2012, summer 2013), students in the class have mentioned that they believe the class should be something that all NKU freshmen take. On a side note, as Coordinator of Steely Library s Information Literacy Program which offers collaborative instruction for classes throughout the curriculum, I have worked with upper division (and graduate and doctoral level students). Repeatedly I hear from students that they are not learning these crucial foundational research skills in their early coursework at NKU and are not at all prepared for higher level research. With information overload running rampant in today's society, students need to know how to establish their information need, locate, evaluate, synthesize, and ethically use information for college level research. This consistent message from current NKU students further validated my desire to make the course a part of the Foundations of Knowledge. This class is one that will be relevant for all disciplines at the university level.

2 Learning Objectives: 1. Students will distinguish the concept skills in information literacy and how to differentiate the types of information sources in order to build a foundation for information seeking in both academic and personal research. 2. Students will be able to make reasoned choices among the types of information sources available for specific information needs based upon a thorough understanding of the characteristics of sources established/created by: a) The placement of the information communication in the information distribution cycle and channel. b) The impact of the information source s creator (author, publisher, sponsor) upon the contents and presentation style. c) The impact that the intended audience has upon the source s scope, content, and level of presentation. 3. Students will begin to identify the extent of their information needs and develop basic search strategies in order to execute a search and retrieve information on a topic. 4. Students will construct appropriate sets of access terms keywords for their search and distinguish how to broaden and narrow search statements terms in order to establish their information need. 5. Students will investigate and become proficient with using core information library resources such as the internet search platforms, bibliographic guides, research guides, library catalog, scholarly databases and the Library of Congress subject classification in order to identify and retrieve resources to locate information relevant to their information needs and research. 6. Students will begin to appraise sources critically for content related to the producer s perspective and communication goals as well as reliability, accuracy, currency, and objectivity in order to most effectively choose and use information sources in their own research. 7. Students will recognize and recall the importance of the economic, legal and social issues surrounding the use of information and will become responsible consumers and producers of information by appropriately citing resources and avoiding plagiarism during their research process. Course Design: LIN 175 is designed with an emphasis on application, rather than theory. I have created it in a manner where students learn an information literacy concept (through the readings from the textbook and viewing videos and tutorials) and then immediately apply it, so that they can learn by doing. This course is solely delivered online, via Blackboard. LIN 175 begins with the foundational skill of learning the cycle of information, and then progresses on to other concepts such as determining information need, conceptualizing keywords, applying basic search strategies, website evaluation, and plagiarism awareness. LIN 175 is divided into 5 separate modules in Blackboard, as listed below: Information Literacy Overview Establish Information Need Locate Information Evaluate and Synthesize Information Ethically Use Information In the weekly readings, I combine traditional textbook readings with some quirky You Tubes and a few supplemental newspaper articles to teach students the information literacy skills needed for this course. I also provide a weekly Tegrity video within Blackboard to build community within the class and to reinforce certain concepts that the students are learning/clarify assignments/offer additional feedback to the class. Assignments: The weekly readings are paired with an introduction blog, (10) assignments, (3) discussion board posts, (14) weekly reflections on the readings and assignments, one group assignment, (4) quizzes, and a final exam. Assessment: The assessment tools that I used in LIN 175 were assignment and discussion boards, which were graded using rubrics (see rubric examples below), 4 (10 question) quizzes, and a final exam that required them to synthesize what they had learned into concise responses. In addition to the traditional assessment feedback (via the rubrics and quizzes), Students also occasionally received general assignment feedback from me (as a class) via the weekly Tegrity videos that I recorded for them in our Blackboard course. Through grading the weekly assignments in this course where the students had to apply the concepts they had just read about, I could assess whether the students were learning these information literacy concepts. Through their answers on the final exam, where they had to synthesize and articulate what they had learned, I was able to assess their understanding of the concepts.

3 QEP Pilots of LIN 175: This fall, LIN 175 is currently in the third Foundations of Knowledge Pilot. Pilot 1: Pilot 1 was conducted in fall of The class began with 25 students, 3 dropped early in the semester, bringing the total to 22. Grade distribution for the class was: A: 18, B: 1, C+:1, F: 2 (note: these two students quit handing in work and attending class) Pilot 1 Findings/Conclusions While my course evaluations were very positive (13/25 filled them out, see attached), I did decide to make some minor changes in the course, before embarking on the 2 nd pilot. In my first Pilot in fall 2012, I realized that I had the students completing too much work for a 100 level course. For this reason, I decided to eliminate the Group project assignment. I also chose to eliminate the 14 reflection journals that students completed as part of their coursework. While my intent was to require students to employ critical thinking skills to assess their weekly course readings and assignments, I believe it became a "busy work" type of assignment for students. For this reason, I didn't feel that the value added was worth the additional student effort. Note: In my fall 2012, pilot, I had hoped that by having students complete the Wikipedia assignment (where they had to track all changes for a specific a Wikipedia article) they would learn that Wikipedia is not a valid source for college research. However, while some (more than 1/3) came to this conclusion following this assignment, some others actually strengthened their faith in the source, because they respected the thoroughness of the editing phase within Wikipedia. For this reason, I learned I must teach this a bit differently than I intended, and more strongly emphasize the importance of evaluating ALL sources, including Wikipedia, and not making a global decision about any source. I was able to use my Tegrity video to further emphasize this point this semester. Future Ideas: I would like to incorporate class themes with future LIN 175 classes, and I believe the first one I will try is Web 2.0, because I believe it is an interesting and relevant theme for students. Pilot 2: Pilot 2 took place summer While the class was originally slated for a ½ summer course, I felt that the accelerated time period would not allow me to adequately cover all of the concepts in this course, and instead changed it to the full 13 week summer course. In this pilot, I began with 8 students, and 2 dropped in the first few weeks of the course. This class was comprised of an exceptional group of overachieving students and the grade distribution was much more even than past semesters. A: 6. I only received 2/6 course evaluations (see attached)., so it was a bit difficult to get global feedback for this class, but the anecdotal comments I received from the students were positive. I really did not change anything from pilot 2 to pilot 3 except for slightly enhancing two assignments for clarity and modifying a few of the research topics that students can select. Pilot 3: I am currently teaching the 3 rd pilot of LIN 175 this fall (16 weeks) and I have 21 students enrolled in the course and things are progressing nicely as we finish up week 5. Note: One of the optional questions that I have added to my course evaluations for the past few semesters is: Explain what you will remember from this course that will benefit your career several years from now, and I ve gotten feedback that indicates that the course had impact for the future. Note: (Attached at the end of this document, you will see the syllabus and course schedule for this course)

4 Northern Kentucky University Collection Period(s): NKU-2012-Fall-Full-Pilot Chesnut, Mary LIN College of Informatics DEAN INFORM Face-to-Face Question: How many hours per week did you spend studying for this course? Course LIN Hours PCT 4-6 Hours PCT 7-9 Hours PCT Hours PCT 12+ Hours PCT Instructor: Chesnut, Mary 1 7.7% % % % 1 7.7% Discipline Summary: LIN % % % % 4 5.6% Department Summary: DEAN INFORM % % % % 4 5.6% College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: How many times did you miss this class (or a scheduled on-line session) during the semester? Course LIN Zero PCT Instructor: Chesnut, Mary % 1 7.7% 0 0.0% 0 0.0% 0 0.0% Discipline Summary: LIN % % 1 1.4% 0 0.0% 1 1.4% Department Summary: DEAN INFORM % % 1 1.4% 0 0.0% 1 1.4% College Summary: College of Informatics % % % % % University Summary % % % % % 1 to 2 times PCT 3 to 5 times PCT 6 to 8 times PCT more than 8 times PCT Face-to-Face Question: How many times did you ask the instructor for help outside class? Course LIN Times PCT 1 Time PCT 2 Times PCT 3-4 Times PCT Instructor: Chesnut, Mary % % % % 0 0.0% Discipline Summary: LIN % % % % 3 4.2% Department Summary: DEAN INFORM % % % % 3 4.2% College Summary: College of Informatics % % % % % University Summary % % % % % 5 Times or more PCT

5 Face-to-Face Question: I was well prepared for each class meeting or on-line session. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% % % Discipline Summary: LIN 1 1.4% 1 1.4% 4 5.6% % % Department Summary: DEAN INFORM 1 1.4% 1 1.4% 4 5.6% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: I consistently participated in class meetings or on-line sessions during the course. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% % % Discipline Summary: LIN 1 1.4% 0 0.0% 6 8.5% % % Department Summary: DEAN INFORM 1 1.4% 0 0.0% 6 8.5% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The assignments were relevant to the course's learning objectives. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 1 1.4% 6 8.5% % % Department Summary: DEAN INFORM 0 0.0% 1 1.4% 6 8.5% % % College Summary: College of Informatics % % % % % University Summary % % % % %

6 Face-to-Face Question: The assignments were well integrated into the course. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 1 7.7% % Discipline Summary: LIN 0 0.0% 3 4.2% 6 8.5% % % Department Summary: DEAN INFORM 0 0.0% 3 4.2% 6 8.5% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The course syllabus described the main aspects of the course, including the expectations of students. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 1 7.7% % Discipline Summary: LIN 0 0.0% 1 1.4% 2 2.8% % % Department Summary: DEAN INFORM 0 0.0% 1 1.4% 2 2.8% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: Given the level of the class (100, 200, 300, etc.), the content was appropriately challenging. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% % % Discipline Summary: LIN 1 1.4% 1 1.4% 2 2.8% % % Department Summary: DEAN INFORM 1 1.4% 1 1.4% 2 2.8% % % College Summary: College of Informatics % % % % % University Summary % % % % %

7 Face-to-Face Question: Overall, I feel I have learned a great deal in this course. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 1 7.7% % Discipline Summary: LIN 2 2.8% 2 2.8% 6 8.5% % % Department Summary: DEAN INFORM 2 2.8% 2 2.8% 6 8.5% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The instructor created an atmosphere conducive to learning. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 2 2.8% % % % Department Summary: DEAN INFORM 0 0.0% 2 2.8% % % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The instructor's explanations of the subject matter were clear. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 2 2.8% 6 8.5% % % % Department Summary: DEAN INFORM 2 2.8% 6 8.5% % % % College Summary: College of Informatics % % % % % University Summary % % % % %

8 Face-to-Face Question: The instructor encouraged me to expand my thinking. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 1 1.4% 1 1.4% 6 8.6% % % Department Summary: DEAN INFORM 1 1.4% 1 1.4% 6 8.6% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The instructor was well-prepared. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 3 4.3% % % % Department Summary: DEAN INFORM 0 0.0% 3 4.3% % % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The instructor stimulated interest in the course. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 2 2.8% 6 8.5% % % % Department Summary: DEAN INFORM 2 2.8% 6 8.5% % % % College Summary: College of Informatics % % % % % University Summary % % % % %

9 Face-to-Face Question: The instructor clearly communicated his/her expectations for the course throughout the semester. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 1 1.4% 4 5.7% 5 7.1% % % Department Summary: DEAN INFORM 1 1.4% 4 5.7% 5 7.1% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The instructor provided meaningful feedback in a timely manner. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 4 5.6% 2 2.8% 5 7.0% % % Department Summary: DEAN INFORM 4 5.6% 2 2.8% 5 7.0% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: I would take another course from this instructor. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 5 7.0% 7 9.9% 5 7.0% % % Department Summary: DEAN INFORM 5 7.0% 7 9.9% 5 7.0% % % College Summary: College of Informatics % % % % % University Summary % % % % %

10 Text Responses # of Responses Chesnut, Mary Comments: 3 1. Some weeks I studied less it just depended on the assignment due that week. 2. Loved the material in the book and I really studied the chapters to keep the processes burned in my mind. 3. There was work that needed completed and it took time. But it was explained well and help was available if needed by the instructor. Chesnut, Mary Comments: 4 1. I always completed my work. Never had anything scheduled to be online at a certain time. 2. n/a 3. I submitted an assignment late due to the holiday. 4. Assignments have deadlines and I made all of them Chesnut, Mary Comments: 4 1. Assignment Questions 2. We were never outside the class since it was an online class. 3. had an issue with importing an image to blackboard and was helped immediately. I appreciated the timeliness even when she was home ill on scheduled off days for the school. A++ Above and beyond the call of duty. 4. The instructor responded quickly to questions and was always positive in her comments Chesnut, Mary Comments: 3 1. Never had a set online schedule. 2. Information and tasks were very clear and concise. 3. I did the assignments as they were intended to be done. Chesnut, Mary Comments: 3 1. I completed the work required. 2. The group project was my time to interact with more of the class. We had an open discussion board that I could have participated more in. 3. I posted on the discussin board as requested Chesnut, Mary Comments: 4 1. Well Organized 2. Each week the videos and reading materials matched the assignment and learning objectives. 3. Loved all the assignments, as they built on the previous. This helped to drive home the material. 4. Yes and I wish I had had this class earlier in the year. It would have been helpful for other classes. Chesnut, Mary Comments: 3 1. Each week the videos and reading materials matched the assignment. 2. See above response. 3. There was a building process. It worked very well. Chesnut, Mary Comments: 4 1. Wonderful Schedule for the course 2. She told us what would be expected of us and what we would learn. 3. N/A required class and did not really read the course description 4. Everything was spelled out week by week. Chesnut, Mary Comments: 3 1. This is my first real college experience so I think so. I had taken other classes in the past to get certified but levels of class meant nothing to me until now. 2. I learned more than I thought I would and I appreciate that. 3. Yes it was a great class. Chesnut, Mary Comments: 3 1. I do feel I have learned a lot in the class hoping I can research and use databases for papers well now. 2. Many things from this course I will 3. Yes Information taught in this class is needed in my other courses. Chesnut, Mary Comments: 7 1. Very interactive and created a good atmosphere 2. I think she is a excellent teacher, I felt very comfortable taking her class. 3. I loved the weekly videos and annoucnments I felt like Mrs. Chesnut connected with us without ever seeing us! 4. The tegrity videos Mary used were great and really helped me feel as if she really was interested in the class. It also helped with the feeling of anonymity that sometimes happens with online classes. 5. Very helpful and her tegrity videos each week explained everything. She had online meeting times if we needed help but I never took her up on any of the times. 6. Very well organized and made the learning fun. 7. She made it a class that didn't feel away from the class room setting. I felt a part a classroom environment.

11 Chesnut, Mary Comments: 3 1. Yes, the weekly videos explained very well. 2. Always clear and concise. 3. She needs to teach a class to fellow online instructors on how to teach students in online classes. Some instructors struggle to communicate and give up. She was great. Chesnut, Mary Comments: 3 1. Yes, anything we had questions about she was willing to help and encouraged us with our assignments. 2. Comments on assignments were always uplifting. 3. Yes, and that was a struggle for me. But she pushed at a pace that was just the right amount of discomfort and gave alot of encouragement to the class and to individuals Chesnut, Mary Comments: 3 1. When doing weekly video she always had the syllabus handy and it was correct. 2. Always 3. Always aware and prepared Chesnut, Mary Comments: 3 1. I could tell she really liked what she was teaching. 2. Always let us know what was expected and gave good examples to help foster the right thought process. 3. She did that and it made a dry subject much more likeable Chesnut, Mary Comments: 3 1. She always told us what she wanted and always helped if we needed it. 2. Yes and the calendar for the class was followed to the "T" 3. Yes and was very firm in her expectations. You knew up front what was expected and how to achieve those goals. Chesnut, Mary Comments: 3 1. Really great about giving feedback before, after and during assignments. I learn best from feedback about my grade and constructive criticism and Ms. Chesnut was very good at giving instruction. 2. I loved has she graded so quickly and left comments about the assignments. 3. Always within an hour or within twenty four hours when she had the flu. Dedicated and well informed. Chesnut, Mary Comments: 2 1. I wish I could take all my classes under her. 2. Yes because I can understand the course and what is expected but also because I know I will learn. And learn without the stress that I have when instructors don't explain what the assignment is or what is expected. Chesnut, Mary What did the instructor do to help you learn in the course? She gave positive feed back about why grades were given and gave prompt responses to s and questions. 2. A better understanding, about what I need to write a paper 3. Mrs. Chesnut made sure we had all the information we needed, and had many open office hours in person and online in case we needed help. 4. I learned how important using databases are not just googling. 5. The assignments built on the previous which helped to reinforce the material. 6. Mary was always available for questions and got back to me quick. She had a very pleasant demeanor and I never felt uncomfortable asking her things. 7. She made the course very interesting without making it a burden to take. 8. She provided multiple feedback on assignments and journal entries 9. Her organization made it much easier to follow and I enjoyed her s and tegrity communication. 10. Communicated weekly and midweek with the class. Answered questions quickly. Talked to the class as whole. Explained assignments carefully. Gave a very descriptive schedule of what would be expected the first week of class detailing the entire course assignments and readings. Chesnut, Mary What could the instructor have done to help you learn more? 9 1. Nothing the class is very well structured and presented. 2. If I was her I would not change a thing 3. Nothing, since Mrs.Chesnut did everything right! 4. I thought she did a great job and I look forward to learning more next semster in Advanced Information Literacy. 5. n/a 6. I can't think of anything. 7. Not anything that I can think of. 8. No, the instructor was great!

12 Chesnut, Mary Chesnut, Mary Chesnut, Mary Chesnut, Mary Which online learning activities or assignments did you learn the most from and why? Which online learning activities or assignments did you learn the least from and why? What is your opinion of the weekly Tegrity videos posted by your instructor? Explain what you will remember from this course that will benefit your career several years from now. 9. Nothing. I have had five other instructors at NKU and she is by far one of the best online instructors. She loves to teach and enjoys the subject matter and it shows in how she teaches The assignments and videos. 2. I learned a lot from these assignment, no special ones 3. I learned the most from the research assignments, as this helped me to better hone my research skills, and learn new skills that I will be able to use the rest of my life. 4. The reasearch on Wikipedia because I did not realize how Wikepedia worked and was edited also the awareness of websites and evaluating whether they are a good source or not. 5. Using the databases. 6. all 7. I thought the research game plan was great, and the wiki was hard but interesting in the end. I also think that the assignments were thought provoking. 8. I have really enjoyed the video's that we had to watch. She did a great job of finding video's that were not only educational and relevant, but they were also funny and great to watch. 9. I learned the most from the assignments in this class. The assignments went along with the textbook readings and provided an hands on opportunity. 10. The group project was very interesting and I learned a lot about wikis. 11. Group work. Never did it before on line. Really struggled yet it taught me how to do more interactive work online and in a group. Blogging, Never did it before but also learned from it The timed quizes were stressful but I understand their necessity. 2. none 3. I learned much from all the assignments, except for the first one, which was a refresher of things I already knew. 4. I believe I learned from all the assignments. The group assignment was not my farvorite but I do understand it was important to work in a group. 5. none 6. I do not think that there was much in this course that I did not learn something from. 7. I learned the least from the journal entries. However, I understand why we did them in this class and I do think they are important. 8. Reflective journal. But I still learned. It made me collect my thoughts at the end of the week and set down what I had learned Really informative and helped to bring a feeling of the classroom to life. 2. I liked them, because she explain everything in detail 3. They are great and helpful!!! 4. I loved them I felt I was more connceted with Mrs. Chesnut. 5. LOVE THEM! 6. Great way to see the instructor and to get the needed information for the week. 7. i really liked the videos, they helped me feel like we were in a in person class a little more 8. The video's helped to understand exactly what was expected from me each week. 9. I like the videos. It helped me to get too know the instructor. As well as, hear what was happening that week instead of just reading about it. 10. I wish it would have loaded better on my computer. It buffered a lot so I had to wait between those to listen to the whole thing. 11. Yes, I felt I was in a class room with other students. She explained not just the assignment but how others in the class were feeling about the assignments. It made it more a class room feeling I have saved several of my assignments for future reference. I learned several helpful tips for verifying research material. 2. What to do and what not to do when researching my paper 3. I will remember everything about finding information and the proper way to use it, depending on the situation. I will take this and use it to expand my knowledge throughout my lifetime, which will help in everything. 4. Evaluating websites before I never was picky about what I used as much as I should have been for research. 5. Research strategies 6. The entire course. All the information will be used for any future endeavors.

13 Chesnut, Mary What suggestions can you offer the instructor/professor that would increase your learning in this course? 7. I think that this course will help me in my daily work. I think there were a lot of things that I kind of forgot about since i have been out of school for so long. 8. I have learned so much about not only how to search the internet, but also how to make the things that I do everyday with the internet relevant in the workforce. 9. I will remember different format of resources and new searching techniques. I will also remember the new databases that I explored this semester. 10. I believe the wikis...i am already using it in my work. 11. How to research a topic and the steps and procedures to get the best information 9 1. The course and instructor were both easy to understand. I do not know of anything that would have improved the course or instructor. 2. Everything she did was just fine, she don't need to change a thing 3. None, the class is perfect like it is! 4. I think she did an excellent job! 5. I honestly didn't open the assigned text book throughout the course of the semester. It just wasn't necessary. All of the information I needed, I accessed online. So, just as a suggestion for future students maybe make the purchase of the book optional? It'd probably help a lot of folks out financially. 6. n/a 7. Just keep up the great work and I can't wait to take the advanced class! 8. n/a 9. none. Don't change the instructor. She really needs to teach the other online instructors how to teach online.

14 Northern Kentucky University Collection Period(s): NKU-2012-Fall-Full-Pilot Chesnut, Mary LIN College of Informatics DEAN INFORM Face-to-Face Question: How many hours per week did you spend studying for this course? Course LIN Hours PCT 4-6 Hours PCT 7-9 Hours PCT Hours PCT 12+ Hours PCT Instructor: Chesnut, Mary % % % 0 0.0% 0 0.0% Discipline Summary: LIN % % % % 4 5.6% Department Summary: DEAN INFORM % % % % 4 5.6% College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: How many times did you miss this class (or a scheduled on-line session) during the semester? Course LIN Zero PCT Instructor: Chesnut, Mary % 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN % % 1 1.4% 0 0.0% 1 1.4% Department Summary: DEAN INFORM % % 1 1.4% 0 0.0% 1 1.4% College Summary: College of Informatics % % % % % University Summary % % % % % 1 to 2 times PCT 3 to 5 times PCT 6 to 8 times PCT more than 8 times PCT Face-to-Face Question: How many times did you ask the instructor for help outside class? Course LIN Times PCT 1 Time PCT 2 Times PCT 3-4 Times PCT Instructor: Chesnut, Mary % % 0 0.0% % 0 0.0% Discipline Summary: LIN % % % % 3 4.2% Department Summary: DEAN INFORM % % % % 3 4.2% College Summary: College of Informatics % % % % % University Summary % % % % % 5 Times or more PCT

15 Face-to-Face Question: I was well prepared for each class meeting or on-line session. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary % 0 0.0% 0 0.0% % % Discipline Summary: LIN 1 1.4% 1 1.4% 4 5.6% % % Department Summary: DEAN INFORM 1 1.4% 1 1.4% 4 5.6% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: I consistently participated in class meetings or on-line sessions during the course. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary % 0 0.0% % % % Discipline Summary: LIN 1 1.4% 0 0.0% 6 8.5% % % Department Summary: DEAN INFORM 1 1.4% 0 0.0% 6 8.5% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The assignments were relevant to the course's learning objectives. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 1 1.4% 6 8.5% % % Department Summary: DEAN INFORM 0 0.0% 1 1.4% 6 8.5% % % College Summary: College of Informatics % % % % % University Summary % % % % %

16 Face-to-Face Question: The assignments were well integrated into the course. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 3 4.2% 6 8.5% % % Department Summary: DEAN INFORM 0 0.0% 3 4.2% 6 8.5% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The course syllabus described the main aspects of the course, including the expectations of students. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 1 1.4% 2 2.8% % % Department Summary: DEAN INFORM 0 0.0% 1 1.4% 2 2.8% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: Given the level of the class (100, 200, 300, etc.), the content was appropriately challenging. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% % % Discipline Summary: LIN 1 1.4% 1 1.4% 2 2.8% % % Department Summary: DEAN INFORM 1 1.4% 1 1.4% 2 2.8% % % College Summary: College of Informatics % % % % % University Summary % % % % %

17 Face-to-Face Question: Overall, I feel I have learned a great deal in this course. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 2 2.8% 2 2.8% 6 8.5% % % Department Summary: DEAN INFORM 2 2.8% 2 2.8% 6 8.5% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The instructor created an atmosphere conducive to learning. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 2 2.8% % % % Department Summary: DEAN INFORM 0 0.0% 2 2.8% % % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The instructor's explanations of the subject matter were clear. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 2 2.8% 6 8.5% % % % Department Summary: DEAN INFORM 2 2.8% 6 8.5% % % % College Summary: College of Informatics % % % % % University Summary % % % % %

18 Face-to-Face Question: The instructor encouraged me to expand my thinking. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 1 1.4% 1 1.4% 6 8.6% % % Department Summary: DEAN INFORM 1 1.4% 1 1.4% 6 8.6% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The instructor was well-prepared. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 3 4.3% % % % Department Summary: DEAN INFORM 0 0.0% 3 4.3% % % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The instructor stimulated interest in the course. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% % % Discipline Summary: LIN 2 2.8% 6 8.5% % % % Department Summary: DEAN INFORM 2 2.8% 6 8.5% % % % College Summary: College of Informatics % % % % % University Summary % % % % %

19 Face-to-Face Question: The instructor clearly communicated his/her expectations for the course throughout the semester. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 1 1.4% 4 5.7% 5 7.1% % % Department Summary: DEAN INFORM 1 1.4% 4 5.7% 5 7.1% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: The instructor provided meaningful feedback in a timely manner. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 4 5.6% 2 2.8% 5 7.0% % % Department Summary: DEAN INFORM 4 5.6% 2 2.8% 5 7.0% % % College Summary: College of Informatics % % % % % University Summary % % % % % Face-to-Face Question: I would take another course from this instructor. Course LIN PCT 2 PCT 3 PCT 4 PCT 5 PCT Mean St Dev Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 5 7.0% 7 9.9% 5 7.0% % % Department Summary: DEAN INFORM 5 7.0% 7 9.9% 5 7.0% % % College Summary: College of Informatics % % % % % University Summary % % % % %

20 Text Responses # of Responses Chesnut, Mary Comments: 1 1. But I always felt welcome to. Chesnut, Mary Comments: 1 1. We had no class meetings, as such, and discussion boards were our on-line sessions. Chesnut, Mary Comments: 1 1. There was always a clear connection between the assignments and the course learning objectives. Each assignment had the learn object(s) it connected to on the top, which was nice. Chesnut, Mary Comments: 1 1. It was a little easy, but I think that about most of my course, so I could just be weird. Chesnut, Mary Comments: 1 1. Everything I learned I used in other courses and plan to use in the future. Chesnut, Mary What did the instructor do to help you learn in the course? 3 1. Learned to use the Steely Library more for research 2. The basics of what one needs to do for a research assignment. 3. She was always approachable and responsive to questions. Chesnut, Mary What could the instructor have done to help you learn more? 2 1. Think she did plenty 2. I do not believe there was one. Chesnut, Mary Chesnut, Mary Which online learning activities or assignments did you learn the most from and why? Which online learning activities or assignments did you learn the least from and why? 3 1. The Assignments preparing you for Reasearch Papers 2. The assignments that we had every week were helpful. 3. I learned the most from the textbook, because I'm an older student and I am most comfortable with books, I think. That being said, the videos were helpful The group assignment was hard. I didn't like that I couldn't meet with the people because some of them weren't in this state, which made it difficult. 2. None 3. The group assignment was kind of unhelpful because some members decided not to participate. 4. Some of the assignments using my wiki topc seemed like dead ends. I think I could have chosen a topic that had more to work with.

21 Chesnut, Mary Chesnut, Mary Chesnut, Mary What suggestions can you offer the instructor/professor that would increase your learning in this course? Explain what you will remember from this course that will benefit your career several years from now. What is your opinion of the weekly Tegrity videos posted by your instructor? 3 1. Keep Doing the same 2. I learned lots of information from this course. 3. I thought the schedule flowed very well and I cannot think of anything to suggest Everything! I plan on becoming a librarian, and all of this will help not only in my carea, but also in my classes on my way there! 2. How easy and nice the teacher was 3. Everything. 4. All the instruction in researching and organizing a topic for a paper will undoubtedly be beneficial Extremely helpful. She always answered any question before I even thought of them in her videos :) 2. Very interesting 3. They explained that weeks assignment thoroughly. 4. They were helpful at times.

22 Northern Kentucky University Collection Period(s): NKU-2013-Summer-Full Chesnut, Mary LIN College of Informatics DEAN INFORM Question: How many hours per week did you spend on this course outside of class? Course LIN Hours PCT 4-6 Hours PCT 7-9 Hours PCT Hours PCT 12+ Hours PCT Instructor: Chesnut, Mary % 0 0.0% % 0 0.0% 0 0.0% Discipline Summary: LIN % 0 0.0% % 0 0.0% 0 0.0% Department Summary: DEAN INFORM % 0 0.0% % 0 0.0% 0 0.0% College Summary: College of Informatics % % % % % University Summary % % % % % Question: How often did you ask the instructor for help? Course LIN Times PCT 1 Time PCT 2 Times PCT 3-4 Times PCT Instructor: Chesnut, Mary 0 0.0% % 0 0.0% % 0 0.0% Discipline Summary: LIN 0 0.0% % 0 0.0% % 0 0.0% Department Summary: DEAN INFORM 0 0.0% % 0 0.0% % 0 0.0% College Summary: College of Informatics % % % % % University Summary % % % % % 5 Times or more PCT I was well prepared for each class or on-line session. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% % % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% % % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% % % College Summary: College of Informatics 1 1.1% 0 0.0% % % % University Summary 3 0.5% 3 0.5% % % %

23 I consistently attended this course. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% 0 0.0% % College Summary: College of Informatics 1 1.1% 2 2.2% % % % University Summary 3 0.5% 4 0.7% % % % The assignments contributed to my learning. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% % % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% % % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% % % College Summary: College of Informatics 0 0.0% 0 0.0% 8 9.0% % % University Summary 3 0.5% 6 1.1% % % % The course syllabus accurately and clearly described the course requirements. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% % % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% % % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% % % College Summary: College of Informatics 0 0.0% 2 2.2% 7 7.9% % % University Summary 5 0.9% % % % %

24 The course was appropriately challenging. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% % % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% % % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% % % College Summary: College of Informatics 1 1.1% 4 4.5% 3 3.4% % % University Summary 3 0.5% % % % % Overall, I feel I have learned in this course. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% % % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% % % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% % % College Summary: College of Informatics 0 0.0% 1 1.1% 2 2.2% % % University Summary 6 1.0% 6 1.0% % % % The instructor created an atmosphere favorable to learning. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% 0 0.0% % College Summary: College of Informatics 0 0.0% 2 2.2% 6 6.7% % % University Summary 7 1.2% 8 1.4% % % %

25 The instructor's explanations of the subject matter were clear. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% 0 0.0% % College Summary: College of Informatics 0 0.0% 2 2.2% % % % University Summary 7 1.2% % % % % The instructor encouraged me to broaden my thinking about the course content. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% 0 0.0% % College Summary: College of Informatics 0 0.0% 4 4.5% 8 9.1% % % University Summary 4 0.7% % % % % The instructor was well-prepared. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% 0 0.0% % College Summary: College of Informatics 0 0.0% 1 1.1% 7 7.9% % % University Summary 6 1.0% % % % %

26 The instructor stimulated interest in the subject matter. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% 0 0.0% % College Summary: College of Informatics 0 0.0% 3 3.4% % % % University Summary 4 0.7% 7 1.2% % % % The instructor did what he/she said he/she would. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% 0 0.0% % College Summary: College of Informatics 1 1.2% 1 1.2% 5 5.8% % % University Summary 6 1.1% 9 1.6% % % % The instructor gave meaningful, timely feedback. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% 0 0.0% % College Summary: College of Informatics 1 1.1% 7 8.0% % % % University Summary % % % % %

27 Overall, I feel the instructor was effective. Instructor: Chesnut, Mary 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Discipline Summary: LIN 0 0.0% 0 0.0% 0 0.0% 0 0.0% % Department Summary: DEAN INFORM 0 0.0% 0 0.0% 0 0.0% 0 0.0% % College Summary: College of Informatics 1 1.1% 1 1.1% 3 3.4% % % University Summary 8 1.4% 8 1.4% % % %

28 Text Responses # of Responses Chesnut, Mary If you could take the course again, what would you have 0 done differently to increase your success? Chesnut, Mary Comments: 1 1. Mrs. Chesnut was an excellent teacher. Her upbeat demeanor make the class much more enjoyable.she was well prepared and introduced each new lesson effectively. Her course was very informative and well planned. Chesnut, Mary What did the instructor do to help you learn in this course? 1 1. The proper ways to research information. Chesnut, Mary What could the instructor have done to help you learn more? 0 Chesnut, Mary Chesnut, Mary Chesnut, Mary Chesnut, Mary Chesnut, Mary Which online learning activities or assignments did you learn the most from and why? Which online learning activities or assignments did you learn the least from and why? What suggestions can you offer the instructor/professor that would increase your learning in this course? Explain what you will remember from this course that will benefit your career several years from now. What is your opinion of the weekly Tegrity videos posted by your instructor? 2 1. The final research assignment. It put the entire class together. 2. Wikipedia 1 1. Discussion Board The research techniques especially on the Internet. 2. Research Game Plan 2 1. I enjoyed them. It let me know what was coming next. 2. Loved them!

29 ~LIN 175 Course Schedule ~fall 2013 ~ Mary Chesnut Week/Date Readings: (see Modules for details Assignments Due (Note: Most assignments are due on the Sunday prior to the next module (by 11:30 pm, EST). Exceptions are noted in blue.) MODULE 1: INFORMATION LITERACY OVERVIEW Week 1: (Information Overload ) August 19-August 25 Aug 24 (Sat): Last Day to Drop with 100% tuition adjustment Week 2: (Starting with Google ) August 26- September 2 Aug 26 (Mon): Last day to register to enter a course Aug 26 (Mon): Last day to change grading option (letter grade, audit, pass-fail) Sept 2 (Mon): Labor Day- University Closed/No Classes 1. View Welcome Video 2. View You Tube: Suffer from Information Overload Syndrome-IOS? (3:28) 3. View Infographic (Data Consumption for a Day) 4. Read Seattle Times Newspaper Article: College students eager to learn but need help negotiating information overload 1. Read textbook : Chapter 1 (pp.4-27) in 100% Information Literacy 2. View You Tube: Why Can t I Just Google (3:13) 3. View You Tube: What are Databases and Why You Need Them (2:34) 1. Quiz 1: Orientation Scavenger Hunt Quiz Must be completed by Thurs, Aug 22, by 11:30 pm, EST 2. Introduction Blog: (see Weekly Module for Details) Due by 11:30 pm, EST, Sun, Aug Assignment 1: Info Lit pretest (see Weekly Module for Details) Due by 11:30 pm, EST, Sun, Aug Discussion Board Post 1: (see Weekly Module for Details) Due by 11:30 pm, EST, Mon, Sept 2 Note: This assignment involves 2 posts. Everyone will want to do their first post early in the week so people have an opportunity to post their 2 nd post! 2. Assignment 2: Remastering Google (see Weekly Module for details Due by 11:30 pm, EST, Mon, Sept 2 Week 3: (Info Literacy) September 3-September 8 1. Read textbook : Chapter 2 (pp.34-66) in 100% Information Literacy 1. Assignment 3: Finding the Right Information (see Weekly Module for Details) Assignment Due by 11:30 pm, EST, Sun Sept 8

30 ~LIN 175 Course Schedule ~fall 2013 ~ Mary Chesnut Week/Date MODULE 2: ESTABLISH INFO NEED Week 4: (Info Cycle) September 9- September 15 Sept 9 (Mon):Last day to drop a course without a grade appearing on a student's transcript Sept 9(Mon):Last day to drop a course with a 50% tuition adjustment Readings: (see Weekly Module for details and/or links) 1. View You Tube: Information Cycle (7:30) 2. View Video: Information Cycle (2:35) Assignments Due 1. Assignment 4: Information Cycles (see Weekly Module for Details) Assignment Due by 11:30 pm, EST, Sun Sept Choose Topic from Topic Wiki! First come, first serve (see Weekly Module for Details) by Sun Sept 15 Week 5: (Determine Info Needs) September 16-September 22 Week 6: (Refining Info Needs) September 23- September View You Tube: Popular vs. Scholarly (3:12) 2. View You Tube: Source Wars - Episode III Primary vs. Secondary Sources (5:20) 3. View Video: What is a Scholarly Article (3:09) 1.View You Tube: Paper Topics (5:27) 2. View Video: Selecting the Right # of Keywords (2:43) 3. View Video: Searching Tips and Strategies (3:00) 4. View Video: Subject Headings vs. Keywords (~1:56) 1. Quiz 2: Due by 11:30 pm, EST, Sunday, Sept Assignment 5: Brainstorming Keywords (see Weekly Module for Details) Assignment Due by 11:30 pm, EST, Sunday, Sept Discussion Board Post 2: (see Weekly Module for Details) Due by 11:30 pm, EST, Sun Sept 29

31 ~LIN 175 Course Schedule ~fall 2013 ~ Mary Chesnut Week/Date Readings: (see Weekly Module for details and/or links) Assignments Due MODULE 3: LOCATE INFORMATION Week 7: (Using the Library) September 30 October 6 Sept 30 (Mon): Faculty begin submitting midterm grades for freshmen Sept 30(Mon):Freshmen and academic advisors may access mid-term grades Week 8: (Lib. Databases) October 7- October Read textbook : Chapter 3 (pp.72-98) in 100% Information Literacy 1. View Video: How to Locate Scholarly Articles (3:02) 2. View You Tube Video: Finding Articles in Steely Library 3:06 3. View Webpage: Scholarly Journals and Research Articles 1.Assignment 6: Research Guide/Library Catalog Investigation (see Weekly Module for Details) Assignment Due by 11:30 pm, EST, Sun Oct 6 1.Midterm Reflection Journal Entry 1 (see prompts in module) Assignment Due by 11:30 pm, EST, Sun Oct 13 Week 9: (Finding Info/Pre-evaluation) October 16- October 20 Oct 14-15(Mon & Tues): Fall Break- University Open/No classes No readings this week 1. Reflection Journal Entry 2 (see prompts in module) Assignment Due by 11:30 pm, EST, Sun Oct Discussion Board Post 3: (see Weekly Module for Details )Due by 11:30 pm, EST, Sun Oct 20

32 ~LIN 175 Course Schedule ~fall 2013 ~ Mary Chesnut Week/Date MODULE 4: EVALUATING & SYNTHESIZING INFORMATION Week 10: (Evaluation) October 21- October 27 Readings: (see Weekly Module for details and/or links) 1. Read newspaper article: Contributor to Wikipedia Has His Fictional Side Assignments Due 1. Discussion Board Post 4: (see Weekly Module for Details )Due by 11:30 pm, EST, Sun Oct Assignment 7: Wikipedia Challenge(see Weekly Module for Details) Due by 11:30 pm, EST, Sun Oct 27 Week 11: (Evaluation) October 28- November 3 1:.Read textbook Chapter 4 (pp ) in 100% Literacy 1. Quiz 3: Due by 11:30 pm, EST, Sun Nov 3 2. Assignment 8: Website Evaluation (see Weekly Module for Details) Due by 11:30 pm, EST, Sun Nov 3 Oct 28 (Mon): Last day to drop course with grade of W Oct 28 (Mon): Last day for freshmen to c access mid-term grades Week 12: (Organization) November 4- November Read textbook: Chapter 5 pp ) in 100% Literacy 2: Watch Video:. (~5:00) Incorporating Sources into your research paper 1. Reflection Journal Entry 3 (see prompts in module) Assignment Due by 11:30 pm, EST, Sun Nov 10

33 ~LIN 175 Course Schedule ~fall 2013 ~ Mary Chesnut Week/Date Week 13: (Research Game Plan) November 11-November 17 Readings: (see Weekly Module for details and/or links) No reading this week Assignments Due 1. Assignment 9:: Research Game Plan (see Weekly Module for Details) Due by 11:30 pm, EST, Sun Nov 24 Week 14: ((Research Game Plan) November 18- November 24 No reading this week 1. Assignment 9:: Research Game Plan (see Weekly Module for Details) Due by 11:30 pm, EST, Sun Nov 24 MODULE 5: ETHICALLY USING INFORMATION Week 15: (Plagiarism) November 25-December 1 Nov 27(Wed): No classes Nov 28-29(Thurs-Fri): Thanksgiving Break-No classes 1. Read textbook: Chapter 6 (pp ) in 100% Literacy 2. View Videos: Rutgers 3 Plagiarism Videos ( ~8:00) Optional Paraphrasing Guide 1. Quiz 4 Due by 11:30 pm, EST, Sun Dec 2 2. Assignment 10: How Plagiarism Changed A Life (see Weekly Module for Details) Due by 11:30 pm, EST, Sun Dec 2 Week 16: (Putting it All Together) December 2- December 8 December 6(Fri): Last Day of Classes Finals Week December 7 13 (Sat. - Fri.) 1. View Video: Refworks (~3:00) 2. View Video: SourceFinder (~1:00) Final Exam Due by 11:30 pm, EST, Wed Dec 11 No assignment *Note: Professor retains the right to change schedule if needed

34 LIN 175: Information Literacy Fall Semester 2013 Northern Kentucky University The Foundation of Knowledge program guides students to become independent learners, innovative thinkers, and responsible citizens. The program provides a foundation of values, knowledge, and skills that will empower them to discover their personal potential, communicate effectively, work in diverse communities, and solve problems in a global society. Courses in the program invite students to expand the life-long practice of asking questions, seek new points of view, apply principles of reason, adjust ideas in relation to new situations, and take reflective action. This course fulfills the Individual & Society Category. Instructor: Mary Chesnut chesnut@nku.edu Telephone: Office: SL 321 Available via or by appointment via phone, Blackboard IM or Skype. OVERVIEW This online only foundational course introduces students to the cross-disciplinary skills needed to identify, locate, evaluate, and ethically use information sources. Students should expect to spend somewhere between 3-6 hours a week completing the readings and assignments for this course. Students will only be able to access one module at a time and will not be allowed to jump ahead more than a week or so. Foundations of Knowledge General Education Program, Individual and Society Category This class supports three of the five learning outcome categories for the Foundation of Knowledge General Education Program: Outcome A-Critical Thinking, Outcome C-Communication, and Outcome E-Personal Responsibility and Community as evidenced below. A1 Students effectively gather material relating to a focused topic, using a variety of tools, sources, and search strategies. A2 A3 C2 C4 C5 E1 Students identify, interpret, and evaluate assumptions, evidence, conclusions, and theories. Students develop evidence-based arguments. Students create and write coherent, grammatical pieces for a variety of topics and audiences. Students analyze and interpret college-level readings in various settings and disciplines Students use information technology appropriately and effectively in their written, spoken, or visual communication of information Students identify ethical perspectives and responsibilities of individuals. Learning Outcome Assignment(s) A1 2, 5, 6, 8, 9 A2 3,4, 8, D Board 1, D Board 2, Final exam A3 3,4,7 C2 Assigns 1-10, D Board 1, D Board 2, D Board 3, Final exam C4 Textbook readings, tutorials from NKU and other universities, journal article, newspaper article C5 Blog, Wiki, Assigns 1-10 E1 7, 10