ehley cil EDUCAUSE2003
An Integrated Approach
to Computer and
Information Literacy
Linda Ehley
Alverno College
Associate Professor CS
EDUCAUSE 2003
Copyright – Linda Ehley 2003 This work is the intellectual property of the author. Permission is granted for this material to be shared for noncommercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is
by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
Overview
• Set Context
• Describe Computer and
Information Literacy entering
assessment
• Explain levels of CIL
• Demonstrate CIL site
– depts.alverno.edu/cil
Alverno College
• One of about 80 US women’s colleges
• Approximately 2000 students with a high
level of ethnic diversity
• Two timeframes: Weekend, Weekday
• Ability-based - Six levels of each ability
– All students complete levels 1 - 4 of all eight abilities
•
•
•
•
Communication
Analysis
Problem Solving
Valuing in DecisionMaking
•
•
•
•
Social Interaction
Global Perspectives
Effective Citizenship
Aesthetic Responsiveness
Levels of Computer & Info
Literacy
Located in the Communication Ability
• Level 1: Successfully uses basic computer
skills and self assesses beginning computer
proficiency
• Level 2: Successfully uses email functions
and self assesses email proficiency
• Level 3: Successfully accesses and applies
information from multiple sources, and self
assesses developing information literacy
• Level 4: Technology Literacy - Defined by
each discipline (currently being refined)
Communication Placement
Assessment
• All entering students take the CPA
• Assesses:
– Communications - Writing, Reading & Listening
– Computer Literacy
– Quantitative Literacy - Mathematics
• Communications and Computer Literacy are
integrated together in a thematic assessment
– Read an article, listen to a video
– Answer questions on reading & listening
– Write an article for student newsletter on one of two
topics
– Demonstrate Internet skills using a browser to go to a
company web site and use a search engine
Components of the CPA for
Computer Literacy
• Assessment of the student's ability to word
process
– Use word-processed printouts from the
writing, listening and reading sections of the
assessment.
– Specific formatting for article required
• Students answer a series of short
demographic questions
• Students who wish complete an additional
portion of the CPA on web skills.
Criteria For CPA Computer
Literacy
• Independently produce a word
processed document
• Successfully format the word
processed document
• Successfully use a browser
• Successfully use a search engine to
find information on the Internet
• Successfully copy and paste text from
a website to a word processed
document
Computer Literacy CPA
Results
• Student is successful:
– Assumption is made that they have basic
entrance skills
– Additional computer skills developed in
Communication Seminar classes
• Student is not successful:
– Required to take a short class - CIL 100
that focuses on development of these
basic skills
Level 1 Computer Criteria
• Successfully uses basic computer
skills and self assesses beginning
computer proficiency
– Operating system - navigates desktop,
starts programs
– File management - saving and retrieving
files
– Basic word processing skills
– Network skills - logging in, printing
– Introduction to the Internet and basic web
searching
CIL 100
• Meets 2 hours a week for 4 weeks at
the beginning of the semester
– Students asked for more classes!!!
• Primary tool is series of web tutorial
modules
– depts.alverno.edu/cil - Module 1
• Course includes an on-line course
management package (Educator) for
quizzes, assignments and discussion
board
CIL 100 Outcomes
•
•
•
•
•
•
Become familiar with the Computer Center, including
computer types, software & hardware locations and
general use policy.
Accurately explain the structure and function of logins
and basic password concepts.
Effectively navigate a computer desktop, including
starting programs, using files, folders, windows, finding
and basic control panel settings
Effectively use a browser, preferences and navigation
buttons
Becomes familiar with the basic functions of web search
tools
Demonstrate an understanding of basic file management
including disk formatting, saving, copying, deleting,
backing up, using properties and organizing files and
folders
CIL 100 Outcomes
(continued)
•
•
•
•
•
Accurately describe a variety of software
applications, the impacts of version numbers and
their basic use
Accurately explain the importance of an operating
system and the impact of an operating system on
software installation
Effectively compare the basic desktop features of a
Macintosh and a Windows operating system
Describe the function and value of word processing
software as well as its importance in educational,
work and personal settings
Effectively navigate within the Microsoft Word
program to open new and existing documents, and
complete basic editing, formatting, saving and
printing functions
CIL Structure
• Module 1 Skills - Basic Computer Skills (L1 CIL)
– Assessed in CPA - Developed in CIL 100
1:Basic Computer Skills
Module
• Module 2 Skills - Email (L2 CIL)
– Integrated into first Communication Seminar using
Module 2: Email
• Module 3 Skills - Beginning Information Literacy
– Integrated into second Communication Seminar using
Module 3: Information Universe
• Module 4 Skills - Research & Information
Literacy
– Integrated into last Communication Seminar using
Module 4: Research Tools
Modules 3 and 4 represent L3 CIL
Module 2: Email Outcomes
• Become familiar with what email is, what it does
and the components necessary to use email
• Accurately describe the composition of email
addresses, how to use more than one email address
and the benefits of using your Alverno email
address
• Demonstrate the ability to send and receive email
• Accurately articulate basic email etiquette and
abuses including flaming and spamming
• Become familiar with the procedure for remote pick
up of Alverno email
• Demonstrate the ability to use address books,
attachments, signature files and basic folder
organization
Module 3: Information
Universe Outcomes
• Accurately uses basic library terminology to
effectively access the library collections,
demonstrating an efficient understanding of
the collection’s organization
• Effectively recognizes that information
sources are organized differently depending
on the source and that information is available
in a variety of formats
• Effectively identifies that appropriate
resources are based on one’s information
needs
Module 3 Outcomes
(continued)
• Consistently recognizes the differences
between the Web, online library resources
and library resources that reside in a
physical space
• Competently executes a basic search in an
online catalog and successfully retrieves
library material by using information
provided in the online catalog record
• Demonstrates a basic understanding of the
ethical and social issues surrounding the
use of information (i.e. plagiarism, citations,
copyright)
Module 4: Research Tools
• Competently uses basic research terminology
• Proficiently applies the research process
• Accurately identifies the source of their information
and how this information is organized
• Identifies and selects appropriate online databases
relevant to the subject area
• Creates effective search statements based on their
information needs
• Critically evaluates information and articulates the
importance of an evaluation process
• Begins to discern point-of-view (bias) in periodical
literature
• Effectively self assesses and refines their research
process
CIL Web Site
• Home site for all four levels
• Web Address: depts.alverno.edu/cil
• Future plans for this site include creating links
and providing resources including:
– Software handouts and simple tutorials developed by
Academic Computing
– Resources and handouts developed by Alverno
Library
– Online version of the Technology Resource Guide,
given to each entering freshman
– Link to new Educator site and resource materials for
students on how to use Educator
Questions?
to Computer and
Information Literacy
Linda Ehley
Alverno College
Associate Professor CS
EDUCAUSE 2003
Copyright – Linda Ehley 2003 This work is the intellectual property of the author. Permission is granted for this material to be shared for noncommercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is
by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
Overview
• Set Context
• Describe Computer and
Information Literacy entering
assessment
• Explain levels of CIL
• Demonstrate CIL site
– depts.alverno.edu/cil
Alverno College
• One of about 80 US women’s colleges
• Approximately 2000 students with a high
level of ethnic diversity
• Two timeframes: Weekend, Weekday
• Ability-based - Six levels of each ability
– All students complete levels 1 - 4 of all eight abilities
•
•
•
•
Communication
Analysis
Problem Solving
Valuing in DecisionMaking
•
•
•
•
Social Interaction
Global Perspectives
Effective Citizenship
Aesthetic Responsiveness
Levels of Computer & Info
Literacy
Located in the Communication Ability
• Level 1: Successfully uses basic computer
skills and self assesses beginning computer
proficiency
• Level 2: Successfully uses email functions
and self assesses email proficiency
• Level 3: Successfully accesses and applies
information from multiple sources, and self
assesses developing information literacy
• Level 4: Technology Literacy - Defined by
each discipline (currently being refined)
Communication Placement
Assessment
• All entering students take the CPA
• Assesses:
– Communications - Writing, Reading & Listening
– Computer Literacy
– Quantitative Literacy - Mathematics
• Communications and Computer Literacy are
integrated together in a thematic assessment
– Read an article, listen to a video
– Answer questions on reading & listening
– Write an article for student newsletter on one of two
topics
– Demonstrate Internet skills using a browser to go to a
company web site and use a search engine
Components of the CPA for
Computer Literacy
• Assessment of the student's ability to word
process
– Use word-processed printouts from the
writing, listening and reading sections of the
assessment.
– Specific formatting for article required
• Students answer a series of short
demographic questions
• Students who wish complete an additional
portion of the CPA on web skills.
Criteria For CPA Computer
Literacy
• Independently produce a word
processed document
• Successfully format the word
processed document
• Successfully use a browser
• Successfully use a search engine to
find information on the Internet
• Successfully copy and paste text from
a website to a word processed
document
Computer Literacy CPA
Results
• Student is successful:
– Assumption is made that they have basic
entrance skills
– Additional computer skills developed in
Communication Seminar classes
• Student is not successful:
– Required to take a short class - CIL 100
that focuses on development of these
basic skills
Level 1 Computer Criteria
• Successfully uses basic computer
skills and self assesses beginning
computer proficiency
– Operating system - navigates desktop,
starts programs
– File management - saving and retrieving
files
– Basic word processing skills
– Network skills - logging in, printing
– Introduction to the Internet and basic web
searching
CIL 100
• Meets 2 hours a week for 4 weeks at
the beginning of the semester
– Students asked for more classes!!!
• Primary tool is series of web tutorial
modules
– depts.alverno.edu/cil - Module 1
• Course includes an on-line course
management package (Educator) for
quizzes, assignments and discussion
board
CIL 100 Outcomes
•
•
•
•
•
•
Become familiar with the Computer Center, including
computer types, software & hardware locations and
general use policy.
Accurately explain the structure and function of logins
and basic password concepts.
Effectively navigate a computer desktop, including
starting programs, using files, folders, windows, finding
and basic control panel settings
Effectively use a browser, preferences and navigation
buttons
Becomes familiar with the basic functions of web search
tools
Demonstrate an understanding of basic file management
including disk formatting, saving, copying, deleting,
backing up, using properties and organizing files and
folders
CIL 100 Outcomes
(continued)
•
•
•
•
•
Accurately describe a variety of software
applications, the impacts of version numbers and
their basic use
Accurately explain the importance of an operating
system and the impact of an operating system on
software installation
Effectively compare the basic desktop features of a
Macintosh and a Windows operating system
Describe the function and value of word processing
software as well as its importance in educational,
work and personal settings
Effectively navigate within the Microsoft Word
program to open new and existing documents, and
complete basic editing, formatting, saving and
printing functions
CIL Structure
• Module 1 Skills - Basic Computer Skills (L1 CIL)
– Assessed in CPA - Developed in CIL 100
1:Basic Computer Skills
Module
• Module 2 Skills - Email (L2 CIL)
– Integrated into first Communication Seminar using
Module 2: Email
• Module 3 Skills - Beginning Information Literacy
– Integrated into second Communication Seminar using
Module 3: Information Universe
• Module 4 Skills - Research & Information
Literacy
– Integrated into last Communication Seminar using
Module 4: Research Tools
Modules 3 and 4 represent L3 CIL
Module 2: Email Outcomes
• Become familiar with what email is, what it does
and the components necessary to use email
• Accurately describe the composition of email
addresses, how to use more than one email address
and the benefits of using your Alverno email
address
• Demonstrate the ability to send and receive email
• Accurately articulate basic email etiquette and
abuses including flaming and spamming
• Become familiar with the procedure for remote pick
up of Alverno email
• Demonstrate the ability to use address books,
attachments, signature files and basic folder
organization
Module 3: Information
Universe Outcomes
• Accurately uses basic library terminology to
effectively access the library collections,
demonstrating an efficient understanding of
the collection’s organization
• Effectively recognizes that information
sources are organized differently depending
on the source and that information is available
in a variety of formats
• Effectively identifies that appropriate
resources are based on one’s information
needs
Module 3 Outcomes
(continued)
• Consistently recognizes the differences
between the Web, online library resources
and library resources that reside in a
physical space
• Competently executes a basic search in an
online catalog and successfully retrieves
library material by using information
provided in the online catalog record
• Demonstrates a basic understanding of the
ethical and social issues surrounding the
use of information (i.e. plagiarism, citations,
copyright)
Module 4: Research Tools
• Competently uses basic research terminology
• Proficiently applies the research process
• Accurately identifies the source of their information
and how this information is organized
• Identifies and selects appropriate online databases
relevant to the subject area
• Creates effective search statements based on their
information needs
• Critically evaluates information and articulates the
importance of an evaluation process
• Begins to discern point-of-view (bias) in periodical
literature
• Effectively self assesses and refines their research
process
CIL Web Site
• Home site for all four levels
• Web Address: depts.alverno.edu/cil
• Future plans for this site include creating links
and providing resources including:
– Software handouts and simple tutorials developed by
Academic Computing
– Resources and handouts developed by Alverno
Library
– Online version of the Technology Resource Guide,
given to each entering freshman
– Link to new Educator site and resource materials for
students on how to use Educator
Questions?