This course engages with the current challenges of the shifting digital information landscape, and aims to support students in developing their understanding of information literacies in the context of digital education. Knowing how to find, evaluate, use and 'remix' information critically, and in an ethical way, are essential aspects of learning, teaching and working in digital environments. This course considers how digital environments shape knowledge, and will enable students in developing their own information literacies, as well as reflecting on the development of the information practices of students, clients and co-workers.
On completion of this course, students will be able to:
- Critically engage with 'new literacies' concepts such as 'information literacy' and 'digital literacy'
- Critically examine and develop their own information practices
- Critically reflect on the development of the information practices of students, clients and co-workers
- Demonstrate a critical understanding of issues related to publication and re-use of informational objects
- Critically engage with information as an element of social and political power
The course readings, activities, and discussions will be structured around five thematic blocks. Current themes are:
- Information Literacies: Definitions and Debates
- Google-Knowing
- Authorship and Authority: Wikipedia
- Critical Making and Maker Literacies
- Information/Misinformation/Disinformation: Media Literacies
1. Coursework design (40%). Students will produce a descriptor and rationale for a coursework activity in any subject area, aimed at a group of students/coworkers/clients. The activity must require the group to develop information practices in the context of the subject.
2. End of course assignment (60%). Students will submit an essay (or multimodal equivalent) on an issue of their choice relating to one of the course themes on information literacies in digital education.
We will use the Moodle discussion forum for discussing the themes, readings and course activities we engage with in each two-week block, with optional synchronous discussions with course tutors scheduled during the semester. Students will also be allocated to informal Reading Groups to meet with others and discuss the key readings for each block. Students will have the opportunity to experiment with editing in Wikipedia, supported by the teaching team and the University's Wikimedian in Residence.
Indicative reading:
Bhatt, I. and MacKenzie, A. (2019). Just Google it! Digital literacy and the epistemology of ignorance. Teaching in Higher Education, 24(3) pp 302-317
Bruckman, A. S. (2022). Should You Believe Wikipedia? : Online Communities and the Construction of Knowledge. Cambridge University Press.
Head, A. J., Fister, B. and MacMillan, M. (2020). Information Literacy in the Age of Algorithms: Student Experiences with News and Information, and the Need for Change. Project Information Literacy. https://projectinfolit.org/publications/algorithm-study/
As with all courses, you will be required to have regular access to a computer with a good broadband connection, and will be responsible for providing your own computing equipment and consumables. All core readings will be provided online.