LIS 462

Skills Approach to Information, Communications, and
Technology (ICT) Literacy

Course Introduction

Overview

"ICT literacy cannot be defined primarily as the mastery of technical skills … the concept of ICT literacy should be broadened to include both critical cognitive skills as well as the application of technical skills and knowledge. These cognitive skills include general literacy, such as reading and numeracy, as well as critical thinking and problem solving." International Information and Communication Technologies (ICT) Literacy Panel. (2002). Digital transformation: A framework for ICT Literacy. Princeton, NJ: Educational Testing Services (ETS).

Today's students will need to be effective users of information and technology in order to succeed in the 21st century workplace. As responsible educators, we prepare students for their future. We know what skills our students will need, and develop a strategy to help them acquire those skills.

The most widely used skills approach to teaching information and technology literacy in the world is the Big6^TM model developed by Mike Eisenberg and Bob Berkowitz. Used in thousands of K–12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information. The Big6 integrates information search and use skills, with technology tools, in a systematic process to find, use, apply, and evaluate information to specific needs and tasks. The Big6 is designed to help students learn powerful and effective information and technology problem-solving strategies. By incorporating the Big6 Skills and harnessing the power of Information Technology (IT) to support good teaching, good learning becomes possible for everyone—students, teachers, administrators, and community members.

This course will develop your understanding of

• the Big6 process;
• the individual stages of the Big6 Skills;
• technology for information problem-solving; and
• implementation of the Big6 throughout the educational program.

You will learn how to integrate essential information and technology skills across K–20 academic disciplines to enhance learning. Primary content includes:

• an introduction to the Big6;
• developing Big6 Skills;
• technology within the Big6 framework; and
• program implementation plans for personal, school, district, or higher education use.

The course will also touch on instructional design, assessment, curriculum information, and connecting with parents.

Learning Objectives

When you have completed this course you will demonstrate you understand the Big6 problem-solving model by being able to

• integrate each stage of the Big6 Skills in lessons and other instructional contexts;
• integrate technology competencies such as the National Information Literacy Standards (AASL & AECT) and National Educational Technology Standards for Students (ISTE NET-S and NET-T), into the Big6 process;
• apply the Big6 Skills in a curriculum unit;
• collaborate with an instructional partner in developing Big6 lessons and units; and
• incorporate technology components within Big6 lessons and units.

The 12–week course will prepare you to offer students a hands-on "game plan" for higher order thinking and academic success.

Co-instructors and developers Janet Murray and Ferdi Serim model the collaborative skills learned while working together to found the Online Internet Institute, edit or contribute to the Big6 eNewsletter, and write the book Information Technology for Learning: No School Left Behind. In addition to working together to design and develop the modules of this course, they also model the collaboration that can occur between classroom teachers and library media specialists. In Janet's experience, the teacher usually assumes primary responsibility for Task Definition, Synthesis and Evaluation (Big6 Stages, 1, 5, and 6), while the library media teacher leads the instruction in Information Seeking Strategies, Location & Access, and Use of Information (Big6 Stages 2, 3, and 4).

Is This Course for You?

The course is designed for classroom teachers, library media teachers, and administrators, as well as those in pre-service teacher, library, or administrative educational programs.

You should be able to use the Internet, particularly e-mail and Web browsers. You should also have some experience designing units of instruction that culminate in long-term projects.

You will earn three 400-level credits for successfully completing the course.

Required Materials

Textbooks

We will be using The Definitive Big6 Workshop Handbook, 3rd ed (by Michael B. Eisenberg and Robert E. Berkowitz, Worthington, OH: Linworth Publishing, 2003) and either one of the following two books, depending on your interest or experience:

1. Eisenberg, Michael B. and Robert E. Berkowitz, Teaching Information & Technology Skills: The Big6™ in Secondary Schools. Worthington, OH: Linworth Publishing, 2000.
2. Eisenberg, Michael B. and Robert E. Berkowitz, Teaching Information & Technology Skills: The Big6™ in Elementary Schools. Worthington, OH: Linworth Publishing, 2000.

Online Materials

The course also includes electronic readings available online. These are linked in the appropriate lesson, and listed in the course bibliography.

Technology

In order to participate in the course you need to

• send and receive electronic mail;
• access the World Wide Web with a Web browser such as Internet Explorer or Netscape, Versions 5.0 or above;
• use word processing software, PowerPoint, and a graphic organizer, that is, any application that will allow you to brainstorm electronically, such as a word processor with drawing functions, a drawing program with text manipulation ability, or a specialized graphic organizer such as Inspiration;
• hear computer-based audio files; and
• with instruction, use the electronic Catalyst tools for communication, collaboration, and presentation.

The Catalyst Tools

This course makes extensive use of four of the Catalyst tools—EPost, E–Submit, Peer Review, and WebQ.

EPost

EPost is the threaded online discussion board for this class. It provides you with a place to exchange ideas outside of class, any time, from any Internet-connected computer. The Big6 discussion forums will be conducted exclusively in EPost.

E-Submit

E–Submit is an online turn-in area for assignments that avoids email attachments. This tool makes it easier to collect, manage, and download your work. You will submit some of your individual work using E–Submit.

Peer Review

Peer Review is a Web-based collaboration and peer editing tool accessible from any Web browser anywhere in the world. You will use Peer Review to review and comment on each other's assignments. Note that Peer Review accepts only plain text or html documents. If you are using a word processor, plan to copy and paste the text into the Peer Review window, or save it as a plain text (.txt) file before you upload it.

WebQ

WebQ,is a Web-based quiz and survey program supporting many different types of questions, including multiple choice, short answer, and extended answer. You will use WebQ to answer surveys.

Help

One benefit of using the Catalyst tools is the accessibility of excellent technical support. If you encounter difficulties using one of the tools, or just wish to know more, substantial help with development and implementation is available:

• Browse the Catalyst Web site—the Web site contains all the information you need to use the tools.
• E-mail—catalyst@u.washington.edu. E-mail is checked daily and consultants try to respond within 24 hours on days when the university is open.
• Visit the Center for Teaching Learning and Technology—Located on the second floor of Odegaard Undergraduate Library on the main Seattle campus, the Center is open 9am–5pm, Monday thru Friday, and is staffed with knowledgeable consultants that can provide you with one-on-one help. No appointment is necessary.
• Phone—Call the Center for Teaching, Learning, and Technology at (206) 616-8154 between 9am and 5pm, Monday thru Friday, and speak to a lab consultant.

Course Elements and Schedule

This course consists of ten lessons. Each lesson will consist of readings, assignments, and discussion. We expect you to spend nine to twelve hours per week on this course, dividing your time between reading the required materials, performing the assigned activities, and corresponding with your instructors and classmates. You may complete these activities at any time during the week, but we strongly encourage you to spread the tasks over the week, rather than try to accomplish them all at the end of the week.

Readings

Reading in the Eisenberg and Berkowitz textbook and Big6 Workshop Handbook will introduce you to the Big6 Skills in the words of their creators, Mike Eisenberg and Bob Berkowitz. Textbook readings will be suplemented with online materials, linked to each lesson as appropriate. Lessons detail readings and activities in a sequence carefully designed for you to maximize your understanding of and experience with the Big6 Skills.

Electronic Journal

You will create and maintain a word-processed "electronic journal." You may use it to take notes in response to the questions guiding your reading, but its most important function will be to give you a place to record your reflections on what you are learning. We strongly believe in the value of periodic reflection to reinforce learning. We will suggest some topics for reflection as we progress, but the value of reflection is to honestly record your frustrations as well as your insights, so the primary value of a journal is intensely personal. We will ask you to submit a portion of your journal each week, but because we don't want to inhibit your reflections, you will be able to select which portion to share.

Applications

Some of the worksheets in the Big6 Workshop Handbook have been reproduced online for your ease in completing them.

Discussion Forum

You will use EPost to write responses to periodic questions in the online discussion forum dedicated to this course. Although we may be working in isolation, we can benefit from other participants' experience. Remember what we teachers tell our reluctant students: "If you have a question, someone else probably does, too, and they will also benefit from hearing the answer." In other words, use EPost to articulate your questions unless they're purely personal; another participant may even answer! Remember that we solidify our understanding of a topic when we are able to teach it to someone else, so the person who supplies the answer also benefits. Avoid the pitfall of "lurking" in the online forum; your participation is critical to the success of the group. We expect you to read the messages in the online discussion forum two to three times per week, and respond as appropriate.

Assignments

Periodic written assignments will be submitted to your instructors using E-Submit.

Final Project

Your final project will consist of a "Unit Plan" incorporating the Big6 Skills and technology that you can use with your students, or students you expect to have. You will build it over the duration of the course, beginning in Lesson Three.

Assessment

Grading Policy Criteria for Assignments

Your use of the online tools (the University of Washington Catalyst electronic tools EPost, E-Submit, Peer Review, and WebQ) provides a window into your progress in developing and applying literal, interpretive, and applied levels of the Big6 Skills to specific instructional challenges. Because the Big6 is a recursive process, you are encouraged to rework any and all assignments on the basis of feedback from your peers and instructors until they represent your highest level of work.

In lieu of a final exam, your project plan will be assessed according to a  rubric that allows you to predict the degree to which your project meets the criteria for "Highly Competent," "Competent," "Adequate," and "Not Yet Acceptable" levels of performance. You will have the opportunity to improve your score throughout the course, by reworking components of your project based on feedback from your peers and instructors.

Your completion of the requirements will be assessed as follows:

Kind of Assessment	Weight	Points
Participation—worksheets, posting to the online forum, peer reviews, journal entries	30%	120 total
Written Assignments—submitted to instructors	40%	160 total
Final Project	30%	120 total

Submitting Assignments

Each lesson consists of readings, assignments, and discussion. You may complete these as quickly as you like. There is no penalty for moving ahead; rather there is the opportunity for more reflection and feedback between you, your peers, and instructors. You will receive feedback from your instructors on a weekly basis, by e-mail, Peer Review, or in a discussion forum, as appropriate to the particular assignment.

Submit assignments in a timely manner—our learning objectives are cumulative in nature, and require time for reflection before proceeding to the next step in the sequence.

Academic Integrity

Students enrolled in this course are required to follow the University of Washington guidelines for academic honesty. Please review the "Academic Honesty Policy" section of the Distance Learning Student Handbook.

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