Integrating Interactive Information Literacy Module in Instructional Technology for Future K-12 Teachers Course
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Other
Both K-12 and Higher Education
Location
Room 212
Proposal
THIS WAS ACCEPTED IN 2017, BUT NEVER PRESENTED DUE TO HURRICANE IRMA.
Future K-12 teachers need to be exposed to information literacy throughout their training in higher education. LIS 120: Instructional Technology for Educational Settings is a one-credit online, asynchronous course for all students who plan on getting a teaching licensure at UNC Greensboro. The learning objectives of the course and modules are based on ISTE (International Society for Technology and Education) teaching standards and the content and assignments in the course teach students how to implement instructional technology in a variety of settings and with a variety of tools. In Fall 2016, the instructors of this course decided to revamp the course to update the materials, add in new technology tools, and design a module solely dedicated to information literacy for future K12 teachers. This module includes sections on information literacy for a K-12 setting, citation, plagiarism, and evaluation of websites. This interactive module was made using SoftChalk and integrated into the UNC Greensboro learning management system (LMS) Canvas and included a collaboration between instructional technologists, librarians, and instructors. In this presentation we are going to cover the materials in the information literacy module, pedagogical reasons behind creating the module, analytics and lessons learned, and future directions for this module.
Presentation Description
The instructors of the UNC Greensboro online course LIS 120: Instructional Technology for Educational Settings decided to design a module solely dedicated to information literacy for future K12 teachers. This module includes sections on information literacy for a K-12 setting, citation, plagiarism, and evaluation of websites. In this presentation we are going to cover the materials in the information literacy module, pedagogical reasons behind creating the module, analytics and lessons learned, and future directions for this module.
Session Goals
-Learn about creating interactive, online, information literacy modules geared towards the learning objectives of the course.
-Participate in interactive activities (polling) to interact with host and audience members.
Keywords
Information Literacy, Student Engagement, Higher Education, Collaboration, Online Learning
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Harlow, Samantha, "Integrating Interactive Information Literacy Module in Instructional Technology for Future K-12 Teachers Course" (2018). Georgia International Conference on Information Literacy. 66.
https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/66
Integrating Interactive Information Literacy Module in Instructional Technology for Future K-12 Teachers Course
Room 212
THIS WAS ACCEPTED IN 2017, BUT NEVER PRESENTED DUE TO HURRICANE IRMA.
Future K-12 teachers need to be exposed to information literacy throughout their training in higher education. LIS 120: Instructional Technology for Educational Settings is a one-credit online, asynchronous course for all students who plan on getting a teaching licensure at UNC Greensboro. The learning objectives of the course and modules are based on ISTE (International Society for Technology and Education) teaching standards and the content and assignments in the course teach students how to implement instructional technology in a variety of settings and with a variety of tools. In Fall 2016, the instructors of this course decided to revamp the course to update the materials, add in new technology tools, and design a module solely dedicated to information literacy for future K12 teachers. This module includes sections on information literacy for a K-12 setting, citation, plagiarism, and evaluation of websites. This interactive module was made using SoftChalk and integrated into the UNC Greensboro learning management system (LMS) Canvas and included a collaboration between instructional technologists, librarians, and instructors. In this presentation we are going to cover the materials in the information literacy module, pedagogical reasons behind creating the module, analytics and lessons learned, and future directions for this module.
