Information Literacy and Information Technology Fluency Opportunities Grow Soon

by David Danoff

Are students at the University of Maryland "Information Literate"? That is to say, do they know where and how to find the information they need? Do they know how to evaluate information, and process it, and finally use it in appropriate ways?

When it comes to modern information technologies, do they understand how to use the latest software and equipment? Do they have a sense of the higher-level issues and long-term trends behind the scenes? Do they recognize the limits of technology, and the difficult issues and problems which technology can cause?

You might think that today's students, having grown up with computers and the Internet, would all be computer-savvy, Net-surfing, email-exchanging, database-cruising whizzes when it comes to finding and using information and information technology. But some university instructors have found a surprisingly large gap between expectation and reality when it comes to students' abilities.

For those who would like an opportunity to build their fluency levels, progress towards formal information literacy and information technology fluency opportunities is being made at both the University System of Maryland and individual institutions, including the University of Maryland with its proposed Applied Information Technology Certificate and Citation Programs. Beyond a formal certificate program, many university units offer training opportunities that will enhance one's IT fluency.

Board of Regents Promotes Technology Fluency

The Board of Regents of the University System of Maryland (USM) has made it a priority that all graduates of all USM institutions should be able to demonstrate Information Technology Fluency.

According to Dr. Donald Spicer, Associate Vice Chancellor for Information Technology and Chief Information Officer for the University System, information technology fluency comprises not just the ability to use current software, like Microsoft Word or Netscape Navigator, but also a wider sense of how the technology works, the principles and ideas which operate behind the scenes, as well as an understanding of the appropriate uses of technology, the proper limits of technology, and some of the ethical and legal implications of technology use.

"Fluency involves a general understanding of what the pieces are and how they fit together," Spicer says, and it is important because it ensures that graduates will be able to adapt and continue to develop their skills as technology continues to change.

"The Board of Regents, over the last two years, has made it very clear that technology fluency needs to be a key component of the education of every student in the University System," according to Spicer. "Recognizing the differences in needs and disciplines at the different institutions, the Regents have nevertheless made it clear that every program must ensure its graduates will demonstrate IT fluency."

Applied Information Technology Certificate and Citation Programs

At the University of Maryland a task force was formed in 1998 by then Provost Gregory Geoffroy and charged with the development of an "Information Literacy/Technology/Use" program for undergraduates. After consulting with colleagues and examining materials produced by other institutions, the task force determined that two programs should be made available: a 12-credit Citation program and a 21-credit Certificate program. Dr. Victor Korenman chaired the task force.

"The idea," according to Dr. Claude Walston in the College of Information Studies, "was basically to make our undergraduates more employable" by helping them gain the computing skills and IT fluency they will need in the job market.

Three core courses would be developed, centering around the themes of "Creativity, Problem Solving, and Decision Making With Information Technology," "Information and Knowledge Management," and "Organizational, Social, and Economic Aspects of Information Technology." It was envisioned that these core courses would make heavy use of the latest technologies, that their content would remain fluid and constantly evolving, and that they would likely require the participation of more than one faculty member in order to achieve sufficient breadth of coverage.

Beyond the three core courses, students seeking either a citation or a certificate would also be expected to select one or more courses from an interdisciplinary list of approved IT-related offerings by various university departments. Some of the possibilities which were suggested included: ARTT 489I - Computer Imaging, GEOG 482 - Geographic Information Systems, JOUR 459C - New Communication Technologies, and PSYC 309 - Psychology in the Age of Computers.

As of January 2002, the formal structure of approval and certification have still not been put into place. However, the three core courses have been developed-in slightly modified form-and launched to an enthusiastic reception.

CMSC 102, "Introduction to Information Technology," is taught three times a semester by faculty in the Department of Computer Science. Enrollment is limited to non-computer science majors, and it is typically in the range of 60-70 students per section.

Three professors in the College of Information Studies, Dr. Robert Allen, Dr. Douglas Oard, and Dr. Walston, have shared responsibility for teaching "Information and Knowledge Management," LBSC 208B. Dr. Walston describes the students who have taken the class as "fascinating... They're from all different departments, and they're quite a diverse group." Enrollment has been somewhat low, according to Dr. Allen, "but we feel that it will become better when the full certificate program is approved."

The third core class is GVPT 333, "Information Technology and Society," taught by Dr. Wayne McIntosh in the Department of Government and Politics. It focuses on "the influences of information and communication technologies on our society," and it discusses "the profound changes of the information age" and the "social, political, economic, legal, and ethical implications, both positive and negative," which these changes have had.

Informal University Options to Gain IT Fluency

A variety of outreach, training, and certification programs are offered by different groups at the university, all with the goal of promoting information literacy and improving information technology skills among students.

In addition, resources are also available for faculty and staff, for those who may need to just brush up on their skills a little, for those who want to expand their abilities into a new area, or for those who feel in danger of being left behind by the information revolution.

Information Literacy Team

Under the umbrella of User Education Services, the University Libraries offer a number of programs and services that aim "to advance the information literacy of UM students and faculty." The libraries' Information Literacy Team was established in June 2001, as a successor to its Committee for Library User Education, and charged with instructing and educating library patrons in the use of information resources-the resources required for meeting the education, research, and service objectives of the university.

In the Fall of 2001, the libraries implemented The Information Literacy Tutorial (TILT), an interactive online tutorial created and developed at the University of Texas at Austin. The tutorial leads a user through different aspects of information seeking, discussing the Internet and email, library catalogs, periodical indexes, bibliographic databases, effective search techniques (controlled vocabulary vs. keyword access, how to use Boolean connectors, how to add synonyms or alternate forms to a search to broaden recall, etc.), and offering some suggestions for where to go to find different specific types of information. It features sound effects, animated sequences, interactive quizzes, and a cheeky style that seems geared to the tastes of students. At Maryland, the tutorial is intended to provide ENGL 101 students with some basic information literacy skills before their scheduled Library Day. TILT is located at http://www.lib.umd.edu/UES/TILT.

Tek.Xam

The Tek.Xam (http://www.tekxam.com) is a battery of certification tests intended to assess problem-solving skills and information technology competencies. It was designed to help students and non-IT workers demonstrate skills that aren't otherwise indicated by their field of study or area of employment. Employers have found Tek.Xam certification useful in identifying prospective employees with strong technology and problem-solving skills.

The four and a half hour, five-part exam targets the following skill areas: General Computing Concepts and Legal and Ethical Issues; Presentation Software; Web Design; Spreadsheets; and Word Processing. At Maryland, the Office of Continuing and Extended Education coordinates delivery of the Tek.Xam in OIT computer facilities on a rotating schedule throughout the year.

To date, 75 colleges and universities have piloted delivering the Tek.Xam. More than 45 corporations (http://www.tekxam.com/Endorsements/endorsements.htm), representing the Banking and Securities, Telecommunications, Technology, Media, Legal and Professional, Health Care, and Manufacturing industries, have endorsed the Tek.Xam as a needed and recognizable indicator of technical proficiency.

OIT has developed a Preparatory Series training program for potential test-takers. This 26-hour, modularized training regimen will mirror the areas of proficiency tested by the Tek.Xam, and it will enhance participants' understanding of specific tools, such as MS Word, Excel, or PowerPoint, as well as suggest strategies for applying appropriate technologies to real-life scenarios. General computing concepts will also be explored, such as the interrelationships of hardware, software, and networks, the problems and possibilities of Internet research , and some of the legal and ethical issues raised by the use of information technology.

The Preparatory Training Series will be the first of its kind to be directly tailored to the goals and scope of the Tek.Xam. It is being developed under the auspices of a grant from the AT&T Foundation, provided through Tek.Xam's creator, the Virginia Foundation for Independent Colleges. OIT, in cooperation with Tek.Xam, hopes to market and distribute the Preparatory Training Series through the University of Maryland's Office of Continuing and Extended Education to other universities. See "Tek.Xam Preparatory Training for Students and Non-IT Employees" in this edition of the ITforUM.

University IT Training

Peer Training: OIT's Academic Support unit sponsors non-credit classes for new and experienced personal computer and network users. Now in its eleventh year, the Peer Training program offers a slate of 19 different courses, covering a wide range of applications and topics: Mathematica, WebCT, Microsoft Access and Excel, Powerpoint, Adobe Photoshop and Illustrator, Netscape Page Composer, UNIX, HTML, and more! Classes are open to all students, faculty, and staff at the university, and fees range from $10 to $25 per class. The classes are taught by computer-experienced University of Maryland students trained and employed by OIT.

Faculty/Staff Short Courses: OIT offers a series of non-credit computer training classes to the university administrative, instructional, and research communities. Subject offerings range from introductory through advanced coverage of popular applications such as the Microsoft Office Suite, Adobe Photoshop, HTML, FileMaker Pro, MacroMind Dreamweaver, Corporate Time, and more, as well as operating systems, statistics, and applications that are unique to the University of Maryland.

Web Designer & Developer Program: This program provides skills training and mentored workshops in the design, development, and maintenance of web sites to university faculty, staff, and students. Participants may be sponsored by their department or program, or they may sponsor themselves. Participants should already have an acquaintance with basic HTML coding skills (such as those that can be acquired via the OIT Staff Short Course "Introduction to HTML") and be familiar with working in a Windows environment. Those participants who successfully complete the program can register themselves with the OIT Web Developers Reference Service, which lists the names of people qualified to perform development tasks for various web projects at the university.

Open a New Window to Rate This Article