TES 2009 - 9:30 a.m. Sessions

9:30 a.m. Sessions

	Information Literacy Curriculum for Online Delivery Christinger Tomer, School of Information Sciences This presentation will also be Webcast The goal of this project, which is presented by the College of General Studies (CGS) and the School of Information Sciences (SIS), was to design and develop elements of an information literacy curriculum. (It is widely held that learning depends in significant measure upon the ability to deal successfully with the modern information environment, an environment that is at once expansive to the point of volatility, increasingly complicated, and highly nuanced in its qualities and differentiations. In this environment, finding relevant information is a formidable task, even for information seekers of substantial knowledge and skills. For those who lack the requisite knowledge and skills, the search for relevant information is usually difficult, frustrating, and unsuccessful. The difference turns on the notion of information literacy: which is, according to a definition supplied by the National Forum on Information Literacy, “the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.”) The design of the information literacy curriculum was based on the model advanced by Shapiro and Hughes, and will also rely on a concept called “layered literacy,” under which communication, information, technology, and culture are viewed as mutually dependent layers. The “layered literacy” model accounts for changes in pedagogy, and concurrently supports diverse environments for literacy development, taking into account different levels of existing literacy, access and use of technology innovation, and economic and cultural factors. The use of the “layered literacy” model is considered particularly important, owing to the conviction of Grafstein and others that issues of information literacy can no longer be separated from issues of technological fluency. The primary objective of the information literacy curriculum is to provide the basis for an undergraduate course that will provide participating students with the knowledge and skills consonant with information literacy and the enhancement of the quality of their education. The curriculum is modular, with two types of modules: a generic set of modules covering information problem identification, retrieving information, evaluating sources and information, using information, and using information technology to access information and manage information; and a set of subject-specific modules to be outlined under this project and subsequently developed by academic departments and/or schools within the University.
	On Your Mark with Grading Rubrics Barbara Frey, CIDDE Have you ever had difficulty explaining why student work merited the grade that it received? Rubrics are tools that help faculty provide fair and instructional feedback with systematic scoring guidelines that use predetermined criteria. For students, rubrics articulate the qualities of an excellent performance and help them evaluate their assignments. For faculty, rubrics communicate expectations and facilitate accurate and consistent grading. This session will touch on designing grading rubrics and provide numerous examples of rubrics for all types of assignments.
	Using Clickers in the Classroom Miranda Kelley, CIDDE If you ever wondered whether your students were grasping your lecture concepts, you can now get immediate feedback from them via individual, wireless response pads. Student response systems (commonly known as “clickers”) can help assess classroom comprehension, administer and grade simple quizzes, track attendance and participation, and engage your students’ attention, interest, and participation. This session will introduce you to this service and provide a demonstration of the hand-held keypad allowing you to respond to questions posed by our presenter.
	Understanding Copyright and Fair Use Issues Rachel Barron and Erin Hopkins, CIDDE This presentation will also be Webcast Are you curious about legal issues related to sharing materials in CourseWeb? This session will focus on copyright issues when using electronic materials on the Web and especially within CourseWeb (Blackboard). It will also provide an overview of the Teach Act, fair use doctrine, and Pitt services related to copyright protection, as well as direct you to copyright resources.
Registration for the TES is not required, but it will assist us in planning for this event. Register online.